AP PHYSICS 1 Scoring Guide

Unit 2 Final Practice

1. Directions: For the question or incomplete statement below, two of the suggested answers are correct. For
this question, you must select both correct choices to earn credit. No partial credit will be earned if only one
correct choice is selected. Select the two that are best in each case.

A block of mass is at rest on a rough incline, as shown in the figure above. Which of the following forces must
have a magnitude equal to ? Select two answers.

(A) The total force exerted on the block by the incline

(B) The normal force exerted on the block by the incline
(C) The force of friction exerted on the block by the incline
(D) The gravitational force exerted on Earth by the block

2. A vehicle lands on Mars and explores its surface. The average gravitational field on the surface of Mars is 3.7 N kg .
The weight of the vehicle is defined as the gravitational force exerted on it. Which of the following statements are
true about the vehicle’s weight? Select two answers.
(A) The vehicle’s weight was constant until it reached the surface of Mars.
(B) The vehicle’s weight increased while it was descending to the surface of Mars.
(C) The vehicle’s weight always equals the normal force exerted by Mars on the vehicle while it is landing.
(D) The vehicle weighs less on the surface of Mars than on the surface of Earth.

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3. Directions: This question is a short free-response question. Show your work for each part of the question.

4. (7 points, suggested time 13 minutes)

A student strikes a block at the bottom of a ramp, giving it an initial speed up the ramp, as shown at right.
There is friction between the ramp and the block as it slides a distance x up the ramp and then slides back down.

(a) On the dots below, which represent the block as it is sliding up the ramp and down the ramp, draw and label
the forces (not components) exerted on the block. Represent each force by a distinct arrow starting on, and
pointing away from, the dot. The dashed lines are drawn at the same angle as the surface of the ramp.

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

(b) The block takes time to slide up the ramp a distance x. The block then takes time to slide back down
to the bottom of the ramp, where it has speed . Is greater than, equal to, or less ?

____ ____ ____

In a clear, coherent paragraph-length response that may also contain figures and/or equations, explain your
reasoning. If you need to draw anything other than what you have shown in part (a) to assist in your response, use
the space below. Do NOT add anything to the figures in part (a).

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

Part A

1 point is earned: For a labeled friction force vector in the correct direction in both diagrams

1 point is earned: For labeled gravitational and normal forces in the correct directions in both diagrams, with no

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extraneous forces

Example:

0 1 2

Student response earns 2 of the following 2 point(s)

1 point is earned: For a labeled friction force vector in the correct direction in both diagrams

1 point is earned: For labeled gravitational and normal forces in the correct directions in both diagrams, with no
extraneous forces

Example:

Part B

Correct Answer:

Note: The response is graded even if an incorrect selection is made.

1 point is earned: For stating that the magnitude of the net force on the block is greater when it is sliding up the ramp
than when it is sliding down the ramp because the direction of the frictional force changes while the direction of the
component of the gravitational force along the ramp does not (this can be implied) OR a description of the net force
consistent with the free-body diagrams (FBDs) in part (a)

1 point is earned: For stating that the magnitude of acceleration of the block while sliding up the ramp is greater than that
when sliding down, OR a description of acceleration consistent with the FBDs in part (a)

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1 point is earned: For a justification that is less than , OR average v up is greater than average v down (e.g., speed
changes more on way up than on way down because acceleration is greater on the way up and the same distance covered
and final/initial speed on way up/down is zero), OR a description of final and initial speeds consistent with the FBDs in
part (a)

1 point is earned: For a correct argument that, if is less than or the average speed up is greater than the average
speed down, then is greater than . (This argument could include a kinematic equation.)

Note: Student cannot earn this point even if justification is consistent with an incorrect FBD in part (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

Note: A maximum of 4 of 5 points (first 3 points plus 5th point) can be earned if the FBDs in part (a) are incorrect (e.g.,
friction force is in the same direction in both FBDs)

Alternate solution using work/energy reasoning for 1st two points of part (b)

1 point is earned: For correctly applying work-energy to up/down ramp (or, indicating block-Earth system has the same
potential energy at the beginning and end)

1 point is earned: For correct treatment of energy loss to friction

0 1 2 3 4 5

Student response earns 5 of the following 5 point(s)

Correct Answer:

Note: The response is graded even if an incorrect selection is made.

1 point is earned: For stating that the magnitude of the net force on the block is greater when it is sliding up the ramp
than when it is sliding down the ramp because the direction of the frictional force changes while the direction of the
component of the gravitational force along the ramp does not (this can be implied) OR a description of the net force
consistent with the free-body diagrams (FBDs) in part (a)

1 point is earned: For stating that the magnitude of acceleration of the block while sliding up the ramp is greater than that
when sliding down, OR a description of acceleration consistent with the FBDs in part (a)

1 point is earned: For a justification that is less than , OR average v up is greater than average v down (e.g., speed
changes more on way up than on way down because acceleration is greater on the way up and the same distance covered
and final/initial speed on way up/down is zero), OR a description of final and initial speeds consistent with the FBDs in
part (a)

1 point is earned: For a correct argument that, if is less than or the average speed up is greater than the average
speed down, then is greater than . (This argument could include a kinematic equation.)

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Note: Student cannot earn this point even if justification is consistent with an incorrect FBD in part (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

Note: A maximum of 4 of 5 points (first 3 points plus 5th point) can be earned if the FBDs in part (a) are incorrect (e.g.,
friction force is in the same direction in both FBDs)

Alternate solution using work/energy reasoning for 1st two points of part (b)

1 point is earned: For correctly applying work-energy to up/down ramp (or, indicating block-Earth system has the same
potential energy at the beginning and end)

1 point is earned: For correct treatment of energy loss to friction

4. A toy doll and a toy robot are standing on a frictionless surface facing each other. The doll has a mass of ,
and the robot has a mass of . The robot pushes on the doll with a force of . The magnitude of the
acceleration of the robot is
(A) zero
(B)

(C)

(D)

5.

Three blocks are pushed along a rough surface by a force with magnitude , as shown above. is the magnitude
of the contact force between blocks and , and , , and are the magnitudes of the friction, normal, and
gravitational forces on block , respectively. Which of the following is a correct free-body diagram for block ?

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(A)

(B)

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(C)

(D)

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6. Two objects, A and B, move toward one another. Object A has twice the mass and half the speed of object B. Which
of the following describes the forces the objects exert on each other when they collide and provides the best
explanation?
The force exerted by A on B will be twice as great as the force exerted by B on A, because A has twice
(A)
the mass of B.
The force exerted by A on B will be half as great as the force exerted by B on A, because A has half the
(B)
speed of B.
The forces exerted by each object on the other are the same, because the product of mass and speed is
(C)
the same for both objects.
The forces exerted by each object on the other are the same, because interacting objects cannot exert
(D)
forces of different magnitude on each other.

7.

The figure above shows a truck pulling three crates across a rough road. Which of the following shows the
directions of all the horizontal forces acting on crate 2 ?

(A)

(B)

(C)

(D)

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8.

Blocks A and B, of masses mA and mB, are at rest on a frictionless surface, as shown above, with block A fixed to
the table. Block C of mass mC is suspended by a string that is tied to block B over an ideal pulley. Which of the
following gives the magnitude of the force exerted by block A on block B ?
(A) mBg

(B) mCg

(C)
(D)

9. An elevator carrying a person of mass m is moving upward and slowing down. How does the magnitude F of the
force exerted on the person by the elevator floor compare with the magnitude mg of the gravitational force?

(A) F < mg

(B) F = mg
(C) F > mg
(D) F can be greater than or less than mg, depending on the speed of the elevator.

10. A water-skier with weight Fg = mg moves to the right with acceleration a. A horizontal tensionforce T is exerted on
the skier by the rope, and a horizontal drag force Fd is exerted by the water on the ski. The water also exerts a
vertical liftforce L on the skier. Which of the following arecorrect relationships between the forces exertedon the
skier-ski system? Select two answers.

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(A) T - Fd =ma
(B) L - Fg = ma
(C) L - Fg = 0
(D) T - Fd = 0

11. A block slides down an inclined plane in a classroom. Which of the following pieces of information are needed to
determine whether the velocity of the block will be constant? Select two answers.
(A) The mass of the block
(B) The angle of the inclined plane
(C) The acceleration due to gravity in the classroom
(D) The coefficient of kinetic friction between the block and the inclined plane

12. An object is moving to the west at a constant speed. Three forces are exerted on the object. One force is 10 N
directed due north, and another is 10 N directed due west. What is the magnitude and direction of the third force if
the object is to continue moving to the west at a constant speed?
(A) 10√3 N , directed northwest
(B) 10√3 N , directed southeast
(C) 10√2 N , directed northwest
(D) 10√2 N , directed southeast

13.

A meterstick is held as shown above and then released from rest. The tabletop has negligible friction. Which figure
below best indicates the path of the center of mass of the meterstick as it falls?

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(A)

(B)

(C)

(D)

14.

At time t = 0 two figure skaters are moving together over ice with negligible friction, as shown above. Skater 1,
represented by the large black dot, is twice as massive as skater 2, represented by the gray dot. At t = 2 s the skaters
push off of one another. The location of skater 1 is shown at t = 4 s . At t = 4 s , skater 2 is located at which of the
labeled points?
(A) Point A
(B) Point B
(C) Point C

(D) Point D

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15.

Block A of mass 2.0 kg and block B of mass 8.0 kg are connected as shown above by a spring of spring constant
80 N/m and negligible mass. The system is being pulled to the right across a horizontal frictionless surface by a
horizontal force of 4.0 N, as shown, with both blocks experiencing equal constant acceleration.

(a) Calculate the force that the spring exerts on the 2.0 kg block.

(b) Calculate the extension of the spring.

The system is now pulled to the left, as shown below, with both blocks again experiencing equal constant
acceleration.

(c) Is the magnitude of the acceleration greater than, less than, or the same as before?

____ Greater ____ Less ____ The same

Justify your answer.

(d) Is the amount the spring has stretched greater than, less than, or the same as before?

____ Greater ____ Less ____ The same

Justify your answer.

(e) In a new situation, the blocks and spring are moving together at a constant speed of 0.50 m s to the left.

Block A then hits and sticks to a wall. Calculate the maximum compression of the spring.

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

Part A

1 point is earned : For a correct application of Newton’s 2nd law for the two-block system

F = (m A + m B )a

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Note: Newton’s 2nd law may be applied to each block separately to produce an equivalent solution.

1 point is earned : For a correct determination of the acceleration

a = 0.40 m/s 2

1 point is earned :For correct substitution of the acceleration into Newton’s 2nd law for one of the blocks

F spring = m A a (or F-F spring = m B a)

1 point is earned :For the correct solution (consistent with the value of the acceleration found above)

F spring = (2.0 kg)(0.40 m/s 2 )

F spring = 0.80 N

Note: A correct free-body diagram for each block could earn 1 point each.

0 1 2 3 4

The student response earns four of the following points:

1 point is earned : For a correct application of Newton’s 2nd law for the two-block system

F = (m A + m B )a

Note: Newton’s 2nd law may be applied to each block separately to produce an equivalent solution.

1 point is earned : For a correct determination of the acceleration

a = 0.40 m/s 2

1 point is earned :For correct substitution of the acceleration into Newton’s 2nd law for one of the blocks

F spring = m A a (or F-F spring = m B a)

1 point is earned :For the correct solution (consistent with the value of the acceleration found above)

F spring = (2.0 kg)(0.40 m/s 2 )

F spring = 0.80 N

Note: A correct free-body diagram for each block could earn 1 point each.

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Part B

1 point is earned : For a correct expression relating spring force to extension

F spring = kx

1 point is earned : For the correct solution using the spring force from part (a)

x = 0.010m

0 1 2

The student response earns two of the following points:

1 point is earned : For a correct expression relating spring force to extension

F spring = kx

1 point is earned : For the correct solution using the spring force from part (a)

x = 0.010m

Part C

1 point is earned: For correctly indicating that the acceleration will be the same as before

2 points are earned: For a correct justification (only if the previous point was awarded)

Examples:

• Explaining that in both cases there is a 4.0 N force pulling a combined mass of 10 kg, and hence the acceleration will be
the same in the two cases. (Note: One point was awarded when the student noted that either the net force acting on the
system of two blocks or the mass of the system is unchanged. For full credit, the student must have noted that both the
force and mass are the same in the two cases.)

• Applying Newton’s 2nd law to each block and calculating an acceleration with the same value as in part (a).

0 1 2 3

The student response earns three of the following points:

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1 point is earned: For correctly indicating that the acceleration will be the same as before

2 points are earned: For a correct justification (only if the previous point was awarded)

Examples:

• Explaining that in both cases there is a 4.0 N force pulling a combined mass of 10 kg, and hence the acceleration will be
the same in the two cases. (Note: One point was awarded when the student noted that either the net force acting on the
system of two blocks or the mass of the system is unchanged. For full credit, the student must have noted that both the
force and mass are the same in the two cases.)

• Applying Newton’s 2nd law to each block and calculating an acceleration with the same value as in part (a).

Part D

1 point is earned: For correctly indicating that the spring extension is greater than in part (b)

2 points are earned: For a correct justification (only if the previous point was awarded)

Examples:

• The spring force on the 8.0 kg block produces the same acceleration as the spring force on the 2.0 kg block in part (a);
hence the spring force is greater than in part (a) so the extension is greater.

• Applying Newton’s 2nd law to show that the new spring extension is 0.040 m.

Notes:

• A partial justification worth a single point may note that the spring is pulling on a larger mass than before, or may note
that the force exerted by the spring is larger than before (without explaining why this force is larger).

• Students who answered part (c) by saying that the acceleration is greater could earn 2 points here by noting that the force
exerted by the spring on block B must be larger in order to give the larger mass a greater acceleration.

0 1 2 3

The student response earns three of the following points:

1 point is earned: For correctly indicating that the spring extension is greater than in part (b)

2 points are earned: For a correct justification (only if the previous point was awarded)

Examples:

• The spring force on the 8.0 kg block produces the same acceleration as the spring force on the 2.0 kg block in part (a);
hence the spring force is greater than in part (a) so the extension is greater.

• Applying Newton’s 2nd law to show that the new spring extension is 0.040 m.

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Notes:

• A partial justification worth a single point may note that the spring is pulling on a larger mass than before, or may note
that the force exerted by the spring is larger than before (without explaining why this force is larger).

• Students who answered part (c) by saying that the acceleration is greater could earn 2 points here by noting that the force
exerted by the spring on block B must be larger in order to give the larger mass a greater acceleration.

Part E

1 point is earned : For indicating that, after block A impacts the wall, mechanical energy is conserved

1 point is earned : For correctly applying conservation of energy, equating the energy immediately after block A hits the
wall to the energy when the spring is at maximum compression

K before + U before = K after + U after

½m B v 2 + 0 = 0 + ½ kx 2

1 point is earned : For the correct solution

x = 0.16 m

0 1 2 3

The student response earns three of the following points:

1 point is earned : For indicating that, after block A impacts the wall, mechanical energy is conserved

1 point is earned : For correctly applying conservation of energy, equating the energy immediately after block A hits the
wall to the energy when the spring is at maximum compression

K before + U before = K after + U after

½m B v 2 + 0 = 0 + ½ kx 2

1 point is earned : For the correct solution

x = 0.16 m

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16. This question is a long free-response question. Show your work for each part of the question.

A block of mass is attached to a spring of negligible mass and can slide on a horizontal surface along the
-direction, as shown above. There is friction present between the block and the surface. The spring exerts no force
on the block when the center of the block is located at . At the instant shown above, the block is located at
and moving toward the right with speed .

(a) For the instant shown above, with the block located at and moving to the right, predict the direction of
the net force on the block. If the net force is zero, select “The net force is zero.”

____ To the left ____ The net force is zero ____ To the right

Briefly justify your prediction.

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

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(b) The above graph indicates the force exerted on the block by the spring as a function of position , with the
positive direction toward the right. On the same graph, draw a graph of the net force on the block, as a function of
position , for situations where the block is moving toward the right.

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

(c) Is the graph you drew in part (b) consistent with your prediction in part (a) ?

____ Yes ____ No

Provide claims for why the answers to parts (a) and (b) are or are not consistent.

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

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(d) In the figure above, the block of mass has come to rest at a location to the right of the spring’s equilibrium
position. The spring has a spring constant , and the coefficients of kinetic and static friction between the block
and the surface are and , respectively.

i. On the dot below, which represents the block at rest and to the right of , draw and label the forces (not
components) that act on the block. Each force must be represented by a distinct arrow starting on, and pointing
away from, the dot.

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

ii. Derive an expression for the maximum displacement possible for the block that will allow the block to still
remain at rest. Express your answer in terms of , , , , and physical constants, as appropriate.

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

Part (a)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

Student response accurately includes the following criteria.

1 point is earned for statingthat the friction force is opposite the direction of motion.

Example Response:

[“To the left” is selected.]

Because in this case the block is at x = 0, the spring force on the block is 0. The normal force and the gravitational force
add to 0. Because the block is moving to the right, there is a friction force to the left. Therefore, the net force on the block
is equal to the frictional force and is pointed to the left..

Part (b)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

Student response accurately includes all of the following criteria.

1 point is earned for indicating a negative net force at zero displacement.

1 point is earned for creating a graph that is either above the spring force everywhere or below the spring
force everywhere (so friction force is always in the same direction).
1 point is earned for creating a graph that is a straight line and parallel to the spring force graph.

Example Response:

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Part (c)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: For this part, the selection of “Yes” or “No” is not graded alone. It must be consistent with the explanation in order
to receive the second point.

0 1 2

Student response accurately includes both of the following criteria.

1 point is earned for providing a claim that addresses the graph at an x-value of zero.
1 point is earned for providing a claim that is consistent with the answers to parts (a) and (b) AND with
the selection of “Yes” or “No” in part (c).

Example Response:

The graph indicates a negative net force at zero displacement, consistent with the leftward net force predicted in part (a).

Part (d)i

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2 3

Student response accurately includes all of the following criteria.

1 point is earned for indicating a downward gravitational force and an upward normal force.
1 point is earned for indicating a spring force to the left.
1 point is earned for indicating a friction force to the right.

Example Response:

Part (d)ii

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

Student response accurately includes all of the following criteria.

1 point is earned for equating the spring force and the friction force:
1 point is earned for providing correct expressions representing the spring force and the friction force:

1 point is earned for correctly solving for the maximum displacement in terms of the listed quantities:

Example Response:

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17.

A long track, inclined at an angle θ to the horizontal, has small speed bumps on it. 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 100
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 time interval taken to move from one bump to the next bump becomes constant.

a. Consider the cart’s motion between bump 41 and bump 44.

i. In the figure below, sketch a graph of the cart’s velocity v as a function of time from the
moment it reaches bump 41 until the moment it reaches bump 44.

ii. Over the same time interval, draw a dashed horizontal line at v = vavg. Label the line"vavg"

b. Suppose the distance between the bumps is increased but everything else stays the same. Is the maximum
speed of the cart now greater than, less than, or the same as it was with the bumps closer together?

____Greater than ____Less than ____The same as

Briefly explain your reasoning.

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c. With the bumps returned to the original spacing, the track is tilted to a greater ramp angle θ. Is the
maximum speed of the cart greater than, less than, or the same as it was when the ramp angle was
smaller?

____Greater than ____Less than ____The same as

Briefly explain your reasoning.

d. Before deriving an equation for a quantity such as vavg , 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. A student comes up with the following equation for the cart's maximum average speed:
, where C is a positive constant.

i. To test the equation, the student rolls a cart down the long track with speed bumps many times
in front of a motion detector. The student varies the mass M of the cart with each trial but keeps
everything else the same. The graph shown below is the student’s plot of the data for vavg as a
function of M.

Are these data consistent with the student’s equation?

____Yes ____No

Briefly explain your reasoning.

ii. Another student suggests that 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

Briefly explain your reasoning.

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

Part A

Part(i)

1 point is earned: For having a constant upward slope in each segment between bumps

1 point is earned: For having the velocity “reset” abruptly at each bump (i.e., as a sawtooth function, not a sinusoidal
curve) to a minimum positive value that is the same for each bump

1 point is earned: For having the same maximum value in each cycle that occurs near the bump times (This point can be
earned for a sinusoidal curve with peaks at the bump times.)

Part(ii)

1 point is earned: For drawing a vavg line that is horizontal and consistent with the graph drawn, even if that graph is
wrong

0 1 2 3 4

Student response earns 4 of the following 4 point(s)

Part(i)

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1 point is earned: For having a constant upward slope in each segment between bumps

1 point is earned: For having the velocity “reset” abruptly at each bump (i.e., as a sawtooth function, not a sinusoidal
curve) to a minimum positive value that is the same for each bump

1 point is earned: For having the same maximum value in each cycle that occurs near the bump times (This point can be
earned for a sinusoidal curve with peaks at the bump times.)

Part(ii)

1 point is earned: For drawing a vavg line that is horizontal and consistent with the graph drawn, even if that graph is
wrong

Part B

Correct answer: Greater than

No points are earned if the correct answer is selected, but the explanation is completely incorrect or there is no
explanation.

No points are earned if the wrong answer is selected.

1 point is earned: For indicating that there is more time between bumps

1 point is earned: For connecting that the cart has more time or more distance to accelerate between bumps

Example: The maximum speed is greater because the cart has more space (or time) to accelerate (build up speed) between
bumps.

For indicating that the potential energy difference increases due to increased height between successive bumps

For relating the increase in potential energy to an increase in kinetic energy

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0 1 2

Student response earns 2 of the following 2 point(s)

Correct answer: Greater than

No points are earned if the correct answer is selected, but the explanation is completely incorrect or there is no
explanation.

No points are earned if the wrong answer is selected.

1 point is earned: For indicating that there is more time between bumps

1 point is earned: For connecting that the cart has more time or more distance to accelerate between bumps

Example: The maximum speed is greater because the cart has more space (or time) to accelerate (build up speed) between
bumps.

For indicating that the potential energy difference increases due to increased height between successive bumps

For relating the increase in potential energy to an increase in kinetic energy

Part C

Correct answer: Greater than

No points are earned if the correct answer is selected, but the explanation is completely incorrect or there is no
explanation.

No points are earned if the wrong answer is selected.

1 point is earned: For indicating that the acceleration is greater

1 point is earned: For indicating that the component of the gravitational force increases

Example: The maximum speed is greater because the cart has more space (or time) to accelerate (build up speed) between
bumps.

For indicating that the potential energy difference increases due to increased height between successive bumps

For relating the increase in potential energy to an increase in kinetic energy

0 1 2

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Unit 2 Final Practice

Student response earns 2 of the following 2 point(s)

Correct answer: Greater than

No points are earned if the correct answer is selected, but the explanation is completely incorrect or there is no
explanation.

No points are earned if the wrong answer is selected.

1 point is earned: For indicating that the acceleration is greater

1 point is earned: For indicating that the component of the gravitational force increases

Example: The maximum speed is greater because the cart has more space (or time) to accelerate (build up speed) between
bumps.

For indicating that the potential energy difference increases due to increased height between successive bumps

For relating the increase in potential energy to an increase in kinetic energy

Part D

Part (i)

Correct answer: No

No points are earned if the correct answer is selected, but the explanation is completely incorrect or there is no
explanation.

1 point is earned: For indicating that vavg is not proportional to M

1 point is earned: For connecting the equation to the data

Examples:

The y-intercept of the graph is not zero, but the equation indicates that it should be zero.

Doubling the mass from the graph does not double vavg, but the equation indicates that it should double.

If “yes” is selected, one point may be earned for explaining that vavg increases with M or that vavg looks
(approximately) proportional to M for a limited portion of the data (e.g., the points at M = 1.0 kg and M = 2.0
kg).

Part (ii)

Correct answer: No

1 point is earned: For indicating that the distance dependency is incorrect

1 point is earned: For indicating that, according to the equation, greater d leads to a smaller vavg,

OR for stating or implying the contradiction between this inverse relation and the reasoning of part (b)

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Credit is earned for any answer that is consistent with reasoning in part (b).

Example:

According to the equation, a larger d corresponds to a smaller vavg, because they are inversely proportional. But
according to the reasoning of part (b), a bigger distance d between the bumps leads to a larger maximum
average speed, showing that the equation is implausible.

If “yes” is selected, one point can be earned for indicating that an increase in the angle increases vavg.

0 1 2 3 4

Student response earns 4 of the following 4 point(s)

Part (i)

Correct answer: No

No points are earned if the correct answer is selected, but the explanation is completely incorrect or there is no
explanation.

1 point is earned: For indicating that vavg is not proportional to M

1 point is earned: For connecting the equation to the data

Examples:

The y-intercept of the graph is not zero, but the equation indicates that it should be zero.

Doubling the mass from the graph does not double vavg, but the equation indicates that it should double.

If “yes” is selected, one point may be earned for explaining that vavg increases with M or that vavg looks
(approximately) proportional to M for a limited portion of the data (e.g., the points at M = 1.0 kg and M = 2.0
kg).

Part (ii)

Correct answer: No

1 point is earned: For indicating that the distance dependency is incorrect

1 point is earned: For indicating that, according to the equation, greater d leads to a smaller vavg,

OR for stating or implying the contradiction between this inverse relation and the reasoning of part (b)

Credit is earned for any answer that is consistent with reasoning in part (b).

Example:

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Unit 2 Final Practice

According to the equation, a larger d corresponds to a smaller vavg, because they are inversely proportional. But
according to the reasoning of part (b), a bigger distance d between the bumps leads to a larger maximum
average speed, showing that the equation is implausible.

If “yes” is selected, one point can be earned for indicating that an increase in the angle increases vavg.

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Unit 2 Final Practice

18.

Block A of mass 2.0 kg is pulled along a horizontal table by a force of 15 N, which is applied by a light string that
passes over a light frictionless pulley, as shown above. The coefficient of kinetic friction between the block and
the surface is 0.25.

(a) On the dot below, which represents the block, draw and label the forces (not components) that act on the block
as it is pulled across the table.

(b) Calculate the magnitude of the acceleration of the block.

The applied force is removed. Block B of mass 1.5 kg is now attached to the string, as shown above. The system is
released from rest so that the 1.5 kg box descends and the 2.0 kg block is again pulled across the table.

(c) Calculate the acceleration of the 1.5 kg block as it descends.

(d) Calculate the tension in the string connecting the two blocks.

(e) Calculate the distance that the 1.5 kg block descends in 0.40 s.

(f) If this system is set up in a laboratory and the acceleration of the 1.5 kg block is experimentally determined, the
experimental value is found to be smaller than the value calculated above. If the given value for the coefficient of
friction is correct and air resistance is negligible, explain briefly, but specifically, why the experimental value of
the acceleration is smaller.

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Unit 2 Final Practice

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

Part A

1 point is earned: For showing a complete vector diagram in the horizontal direction with proper labels and vectors
pointing in the correct directions

1 point is earned: For showing a complete vector diagram in the vertical direction with proper labels and vectors pointing
in the correct directions

0 1 2

The student response earns all of the following points:

1 point is earned: For showing a complete vector diagram in the horizontal direction with proper labels and vectors
pointing in the correct directions

1 point is earned: For showing a complete vector diagram in the vertical direction with proper labels and vectors pointing
in the correct directions

Part B

1 point is earned: For any use of Newton’s second law to sum the forces in the horizontal direction

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1 point is earned: For a correct expression for, or value of, the frictional force

1 point is earned: For a correct answer, with units

a = 5.1 m/s2 (or 5.0 m/s2 using g = 10 m/s2)

0 1 2 3

The student response earns all of the following points:

1 point is earned: For any use of Newton’s second law to sum the forces in the horizontal direction

1 point is earned: For a correct expression for, or value of, the frictional force

1 point is earned: For a correct answer, with units

a = 5.1 m/s2 (or 5.0 m/s2 using g = 10 m/s2)

Part C

1 point is earned: For a proper summation of forces on block A in the x-direction

1 point is earned: For a proper summation of forces on block B in the y-direction

1 point is earned: For a reasonable attempt to combine these two relationships

1 point is earned: For a correct answer with units

a = 2.8 m/s2 (or 2.9 m/s2 using g = 10 m/s2)

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Alternate solution

Treating the two blocks as one system with a total mass of MT = mA + mB

1 point is earned: For a correct statement of the net force on the system

1 point is earned: For a correct expression for total mass of the system

mBg - f = (mA + mB)a

1 point is earned: For agreement between the sign of the net force and the direction of acceleration

1 point is earned: For a correct answer

a = 2.8 m/s2 (or 2.9 m/s2 using g = 10 m/s2)

0 1 2 3 4

The student response earns all of the following points:

1 point is earned: For a proper summation of forces on block A in the x-direction

1 point is earned: For a proper summation of forces on block B in the y-direction

1 point is earned: For a reasonable attempt to combine these two relationships

1 point is earned: For a correct answer with units

a = 2.8 m/s2 (or 2.9 m/s2 using g = 10 m/s2)

Alternate solution

Treating the two blocks as one system with a total mass of MT = mA + mB

1 point is earned: For a correct statement of the net force on the system

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1 point is earned: For a correct expression for total mass of the system

mBg - f = (mA + mB)a

1 point is earned: For agreement between the sign of the net force and the direction of acceleration

1 point is earned: For a correct answer

a = 2.8 m/s2 (or 2.9 m/s2 using g = 10 m/s2)

Part D

1 point is earned: For a correct expression of the summation of forces on either block A or block B

1 point is earned: For correct substitution of the acceleration determined in part (c) and the given masses

or

0 1 2

The student response earns all of the following points:

1 point is earned: For a correct expression of the summation of forces on either block A or block B

1 point is earned: For correct substitution of the acceleration determined in part (c) and the given masses

or

Part E

1 point is earned: For any proper kinematic approach to determine the displacement of block B

1 point is earned: For a correct substitution of the acceleration found in part (c) into the kinematic relationship

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0 1 2

The student response earns all of the following points:

1 point is earned: For any proper kinematic approach to determine the displacement of block B

1 point is earned: For a correct substitution of the acceleration found in part (c) into the kinematic relationship

Part F

1 point is earned: For any reasonable statement of a physical factor that would alter the measured value of the
acceleration

• The following are some common acceptable responses:

• The pulley has an appreciable amount of friction in the bearings.

• The string has an appreciable mass.

• The pulley has an appreciable rotational inertia.

• A small uphill incline exists in the horizontal surface.

Note: If a response contains both correct and incorrect factors, this point can be earned only if a correct justification for a
correct factor is given.

1 point is earned: For a proper justification of how the physical factor listed causes the measured value of the
acceleration to be smaller than the theoretical value of the acceleration

The following are examples of some common correct justifications:

• The friction in the bearings of the pulley does negative work on the system, leaving less energy available for the
system’s kinetic energy. This will result in a slightly smaller final velocity and therefore a slightly smaller
acceleration than the theoretical value.

• The slightly inclined surface creates a small downward component of gravity, which works in opposition to the
acceleration. This small opposing force will create a smaller net force and a decrease in the measured
acceleration of block B.

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0 1 2

The student response earns all of the following points:

1 point is earned: For any reasonable statement of a physical factor that would alter the measured value of the
acceleration

• The following are some common acceptable responses:

• The pulley has an appreciable amount of friction in the bearings.

• The string has an appreciable mass.

• The pulley has an appreciable rotational inertia.

• A small uphill incline exists in the horizontal surface.

Note: If a response contains both correct and incorrect factors, this point can be earned only if a correct justification for a
correct factor is given.

1 point is earned: For a proper justification of how the physical factor listed causes the measured value of the
acceleration to be smaller than the theoretical value of the acceleration

The following are examples of some common correct justifications:

• The friction in the bearings of the pulley does negative work on the system, leaving less energy available for the
system’s kinetic energy. This will result in a slightly smaller final velocity and therefore a slightly smaller
acceleration than the theoretical value.

• The slightly inclined surface creates a small downward component of gravity, which works in opposition to the
acceleration. This small opposing force will create a smaller net force and a decrease in the measured
acceleration of block B.

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19. 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.

c. 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?

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

Part A

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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.

0 1 2

The student response earns two of the following points:

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)

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0 1 2 3

The student response earns three of the following points:

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)

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 seconds

1 point is earned: For an interval ending at 16 seconds

One 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 units

N = 500 N

0 1 2 3

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The student response earns three of the following points:

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 seconds

1 point is earned: For an interval ending at 16 seconds

One 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 units

N = 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.

0 1 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

One point was deducted for each extraneous interval until the net score was zero.

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Unit 2 Final Practice

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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20.

Beginning at time t = 0, a student exerts a horizontal force on a box of mass 30 kg, causing it to move at 1.2 m/s
toward an elevator door located 16 m away, as shown above. The coefficient of kinetic friction uk between the box
and the floor is 0.20.

(a) On the dot below that represents the box, draw and label the forces (not components) that act on the box as it
moves at constant speed.

(b) Calculate the magnitude of the horizontal force the student must exert on the box in order to keep it moving at
1.2 m/s. If you need to draw anything other than what you have shown in part (a) to assist in your solution, use the
space below. Do NOT add anything to the figure in part (a).

At t = 4.0 s, the elevator door opens and remains open for 5.0 s. The student immediately exerts a larger constant
force on the box and the front of the box reaches the elevator door just as it starts to close.

(c) Calculate the magnitude of the new force that the student exerts.

(d) On the axes below, sketch graphs of the acceleration a, velocity v, and position x of the box versus time t
between t = 0 and the time the front of the box reaches the elevator.

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

Part A

The line of action of each force vector must pass through the dot.

One point is earned for each correctly drawn and labeled force

0 1 2 3 4

The student earns all of the following points:

The line of action of each force vector must pass through the dot.

One point is earned for each correctly drawn and labeled force

Part B

To move the box at constant speed the applied force must equal the frictional force.

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Unit 2 Final Practice

One point is earned for a correct expression relating the frictional and normal forces

One point is earned for a correct expression for the normal force

One point is earned for consistent substitution and evaluation

0 1 2 3

The student earns all of the following points:

To move the box at constant speed the applied force must equal the frictional force.

One point is earned for a correct expression relating the frictional and normal forces

One point is earned for a correct expression for the normal force

One point is earned for consistent substitution and evaluation

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Part C

One point is earned for correctly determining the distance between the box and the elevator at t = 4 s

One point is earned for consistent substitution into a correct kinematic equation to determine the box’s acceleration

One point is earned for an application of Newton’s second law to find the new applied force

One point is earned for consistent substitution of values into Newton’s second law

0 1 2 3 4

The student earns all of the following points:

One point is earned for correctly determining the distance between the box and the elevator at t = 4 s

One point is earned for consistent substitution into a correct kinematic equation to determine the box’s acceleration

One point is earned for an application of Newton’s second law to find the new applied force

One point is earned for consistent substitution of values into Newton’s second law

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Unit 2 Final Practice

Part D

One point is earned for indicating a zero initial acceleration

One point is earned for showing zero acceleration until 4 s, then a change to a non-zero, positive constant until 9 s

One point is earned for a velocity graph that is a non-zero, positive constant until 4 s, then linearly increasing until 9 s

One point is earned for a distance graph that is linearly increasing until 4 s, then appropriately curved until 9 s

0 1 2 3 4

The student earns all of the following points:

One point is earned for indicating a zero initial acceleration

One point is earned for showing zero acceleration until 4 s, then a change to a non-zero, positive constant until 9 s

One point is earned for a velocity graph that is a non-zero, positive constant until 4 s, then linearly increasing until 9 s

One point is earned for a distance graph that is linearly increasing until 4 s, then appropriately curved until 9 s

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Unit 2 Final Practice

21. A simple pendulum consists of a bob of mass 0.085 kg attached to a string of length 1.5 m. The pendulum is raised
to point Q, which is 0.08 m above its lowest position, and released so that it oscillates with small amplitude θ
between the points P and Q as shown below.

a. On the figures below, draw free-body diagrams showing and labeling the forces acting on the bob in each
of the situations described.

b. Calculate the speed u of the bob at its lowest position.

c. Calculate the tension in the string when the bob is passing through its lowest position.

d. Describe one modification that could be made to double the period of oscillation.

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

Part A

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Unit 2 Final Practice

1 point is earned: For each correctly drawn and labeled force

One point was deducted if any extraneous forces were shown.

1 point is earned: For each correctly drawn and labeled force

One point was deducted if any extraneous forces were shown.

0 1 2 3 4

The student response earns four of the following points:

1 point is earned: For each correctly drawn and labeled force

One point was deducted if any extraneous forces were shown.

1 point is earned: For each correctly drawn and labeled force

One point was deducted if any extraneous forces were shown.

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Part B

1 point is earned: For correctly applying conservation of energy

1 point is earned: For the correct answer

v = 1.3 m/s

0 1 2

The student response earns two of the following points:

1 point is earned: For correctly applying conservation of energy

1 point is earned: For the correct answer

v = 1.3 m/s

Part C

1 point is earned: For using ΣF = ma

1 point is earned: For a correct expression for the net force that is equated to a centripetal force

T – mg = mv2/r

T = m(g + v2/r)

T = (0.085 kg)[9.8 m/s2 + (1.3 m/s)2/(1.5 m)]

1 point is earned: For the correct answer with units

T = 0.93 N (or equivalent answer depending on rounding or use of g = 10 m/s2 )

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0 1 2 3

The student response earns three of the following points:

1 point is earned: For using ΣF = ma

1 point is earned: For a correct expression for the net force that is equated to a centripetal force

T – mg = mv2/r

T = m(g + v2/r)

T = (0.085 kg)[9.8 m/s2 + (1.3 m/s)2/(1.5 m)]

1 point is earned: For the correct answer with units

T = 0.93 N (or equivalent answer depending on rounding or use of g = 10 m/s2 )

Part D

1 point is earned: For a correct modification

For example: Make the string four times longer.

0 1

The student response earns one of the following points:

1 point is earned: For a correct modification

For example: Make the string four times longer.

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22.

A ball of mass 0.5 kilogram, initially at rest, is kicked directly toward a fence from a point 32 meters away, as
shown above. The velocity of the ball as it leaves the kicker's foot is 20 meters per second at a angle of 37o above
the horizontal. The top of the fence is 2.5 meters high. The kicker's foot is in contact with the ball for 0.05 second.
The ball hits nothing while in flight and air resistance is negligible.

(a) Determine the magnitude of the average net force exerted on the ball during the kick.

(b) Determine the time it takes for the ball to reach the plane of the fence.

(c) Will the ball hit the fence? If so, how far below the top of the fence will it hit? If not, how far above the top of
the fence will it pass?

(d) On the axes below, sketch the horizontal and vertical components of the velocity of the ball as functions of
time until the ball reaches the plane of the fence.

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

Part A

1 point is earned : From newton's second law,

F avg = ma avg

1 point is earned :

1 point is earned : F avg = 200N

0 1 2 3

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Unit 2 Final Practice

The student response earns three of the following points:

1 point is earned : From newton's second law,

F avg = ma avg

1 point is earned :

1 point is earned : F avg = 200N

Part B

The horizontal component of the velocity is constant

1 point is earned: Vhorizt=d

1 point is earned: Vhoriz =v0cos θ = (20m/s)(0.8)=16 m/s

t = d/ Vhoriz = 32 m / 16 m/s

1 point is earned: t = 2s

0 1 2

The student response earns two of the following points:

The horizontal component of the velocity is constant

1 point is earned: Vhorizt=d

1 point is earned: Vhoriz =v0cos θ = (20m/s)(0.8)=16 m/s

t = d/ Vhoriz = 32 m / 16 m/s

1 point is earned: t = 2s

Part C

The height y of the ball during its flight is given by

1 point is earned: y = vvertt- ½ gt2 [point also given if a issued instead of g]

1 point is earned: vvert = v0 sin θ = (20 m/s)(0.8) = 12 m/s

At t=2 s:

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y = (12 m/s)(2s) - ½(9.8 m/s2)(2s)2

1 point is earned: y = 4.4m [Answer is 4.0 m if g = m/s2 is used]

1 point is earned: The ball is 4.4 meters above the ground at the time it reaches the fence, which is 2.5 meters high, so it
passes above the fence.

1 point is earned: The distance is passes above the fence is

4.4 m - 2.5 m = 1.9 m. [Answer is 1.5 m if g = 10 m/s2 is used]

0 1 2 3 4 5

The student response earns five of the following points:

The height y of the ball during its flight is given by

1 point is earned: y = vvertt- ½ gt2 [point also given if a issued instead of g]

1 point is earned: vvert = v0 sin θ = (20 m/s)(0.8) = 12 m/s

At t=2 s:

y = (12 m/s)(2s) - ½(9.8 m/s2)(2s)2

1 point is earned: y = 4.4m [Answer is 4.0 m if g = m/s2 is used]

1 point is earned: The ball is 4.4 meters above the ground at the time it reaches the fence, which is 2.5 meters high, so it
passes above the fence.

1 point is earned: The distance is passes above the fence is

4.4 m - 2.5 m = 1.9 m. [Answer is 1.5 m if g = 10 m/s2 is used]

Part D

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Unit 2 Final Practice

1 point is earned: For graph at a constant value (zero slope) after initial impulse period

1 point is earned: For correct value of 16 m/s

1 point is earned: For linear decrease of graph after initial impulse period

1 point is earned: For first correct point on the line

1 point is earned: For second correct point on the line or for correct slope

[Note: The graph above assume that time = 0 at the instant the ball leaves the foot.If time = 0 were assumed to be at the
start of the kick, the graphs would show an initial impulse period of 0.05 second. Either assumption is OK. The graphs
were graded only on the basis of the time after the initial impulse period. However, if the initial impulse period was too
large by a factor of 10 on both graphs, students lost the shape point on the first part, but not on the second.]

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0 1 2 3 4 5

The student response earns five of the following points:

1 point is earned: For graph at a constant value (zero slope) after initial impulse period

1 point is earned: For correct value of 16 m/s

1 point is earned: For linear decrease of graph after initial impulse period

1 point is earned: For first correct point on the line

1 point is earned: For second correct point on the line or for correct slope

[Note: The graph above assume that time = 0 at the instant the ball leaves the foot.If time = 0 were assumed to be at the

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start of the kick, the graphs would show an initial impulse period of 0.05 second. Either assumption is OK. The graphs
were graded only on the basis of the time after the initial impulse period. However, if the initial impulse period was too
large by a factor of 10 on both graphs, students lost the shape point on the first part, but not on the second.]

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23. A student wants to determine the coefficient of static friction between a long, flat wood board and a small wood
block.

a. Describe an experiment for determining the coefficient of static friction between the wood board and the
wood block. Assume equipment usually found in a school physics laboratory is available.

i. Draw a diagram of the experimental setup of the board and block. In your diagram, indicate
each quantity that would be measured and draw or state what equipment would be used to
measure each quantity.

ii. Describe the overall procedure to be used, including any steps necessary to reduce experimental
uncertainty. Give enough detail so that another student could replicate the experiment.

b. Derive an equation for the coefficient of static friction in terms of quantities measured in the procedure
from part (a).

A physics class consisting of six lab groups wants to test the hypothesis that the coefficient of static
friction between the board and the block equals the coefficient of kinetic friction between the board and
the block. Each group determines the coefficients of kinetic and static friction between the board and the
block. The groups’ results are shown below, with the class averages indicated in the bottom row.

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c. Based on these data, what conclusion should the students make about the hypothesis that the coefficients
of static and kinetic friction are equal?

_____ The static and kinetic coefficients are equal.

_____ The static and kinetic coefficients are not equal.

Briefly justify your reasoning.

d. A metal disk is glued to the top of the wood block. The mass of the block-disk system is twice the mass
of the original block. Does the coefficient of static friction between the bottom of the block and the board
increase, decrease, or remain the same when the disk is added to the block?

_____ Increase _____Decrease _____Remain he same

Briefly state your reasoning

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

Part A

Part(i)

1 point is earned: For drawing a diagram of an experimental setup to measure the coefficient of friction that is feasible in
a school physics lab

1 point is earned: For indicating the measurements necessary for calculating the coefficient of friction

1 point is earned: For indicating equipment necessary for measuring the quantities required to calculate the coefficient of
friction

Part(ii)

1 point is earned: For a description that is consistent with the diagram in part (a)(i), in enough detail that another student
could replicate the experiment

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1 point is earned: For a description that is a conceptually valid method to find quantities that would allow a calculation of
a friction coefficient

1 point is earned: For including a valid method for reducing experimental error

Example:

With the block at rest on the board, slowly lift one end of board until the block just begins to slide. Measure the
angle between board and table and repeat several times with block at different locations on the board (with
multiple trials at each location).

0 1 2 3 4 5 6

Student response earns 6 of the following 6 point(s)

Part(i)

1 point is earned: For drawing a diagram of an experimental setup to measure the coefficient of friction that is feasible in
a school physics lab

1 point is earned: For indicating the measurements necessary for calculating the coefficient of friction

1 point is earned: For indicating equipment necessary for measuring the quantities required to calculate the coefficient of
friction

Part(ii)

1 point is earned: For a description that is consistent with the diagram in part (a)(i), in enough detail that another student
could replicate the experiment

1 point is earned: For a description that is a conceptually valid method to find quantities that would allow a calculation of
a friction coefficient

1 point is earned: For including a valid method for reducing experimental error

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Example:

With the block at rest on the board, slowly lift one end of board until the block just begins to slide. Measure the
angle between board and table and repeat several times with block at different locations on the board (with
multiple trials at each location).

Part B

Note: In order to earn full credit for part (b), all terms (variables) must be indicated in the diagram and/or procedure of
part (a).

1 point is earned: For using Newton’s second law (or reasoning in terms of zero net force) in one dimension, parallel to
the board’s surface, either explicitly or implicitly

1 point is earned: For using Newton’s second law (or reasoning in terms of zero net force) in one dimension,
perpendicular to the board’s surface, either explicitly or implicitly

Note: Replacing the normal force with mg is “implicit” use of Newton’s second law in the perpendicular direction for a
horizontal surface. For a tilted surface, the appropriate trigonometric term should be included.

1 point is earned: For a correct derived expression of the coefficient of static friction in terms of quantities indicated in
part (a)

0 1 2 3

Student response earns 3 of the following 3 point(s)

Note: In order to earn full credit for part (b), all terms (variables) must be indicated in the diagram and/or procedure of
part (a).

1 point is earned: For using Newton’s second law (or reasoning in terms of zero net force) in one dimension, parallel to
the board’s surface, either explicitly or implicitly

1 point is earned: For using Newton’s second law (or reasoning in terms of zero net force) in one dimension,
perpendicular to the board’s surface, either explicitly or implicitly

Note: Replacing the normal force with mg is “implicit” use of Newton’s second law in the perpendicular direction for a
horizontal surface. For a tilted surface, the appropriate trigonometric term should be included.

1 point is earned: For a correct derived expression of the coefficient of static friction in terms of quantities indicated in
part (a)

Part D

1 point is earned: For a valid argument that indicates the coefficient of static friction is a property of the two surfaces,
and is consistent with the selected answer

Example 1: Selects “Remain the same” Referring to the equation in part (b), coefficient does not depend on

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mass.

Example 2: Selects “Remain the same” The coefficient depends on the nature of the surfaces involved, not the
masses or normal force of the objects involved.

Example 3: Selects “Decrease” The increased normal force will cause smoothing of the surfaces, decreasing the
coefficient of friction.

Example 4: Selects “Increase” The increased normal force will cause the surfaces to become gouged, increasing
the coefficient of friction.

0 1

Student response earns 1 of the following 1 point(s)

1 point is earned: For a valid argument that indicates the coefficient of static friction is a property of the two surfaces,
and is consistent with the selected answer

Example 1: Selects “Remain the same” Referring to the equation in part (b), coefficient does not depend on
mass.

Example 2: Selects “Remain the same” The coefficient depends on the nature of the surfaces involved, not the
masses or normal force of the objects involved.

Example 3: Selects “Decrease” The increased normal force will cause smoothing of the surfaces, decreasing the
coefficient of friction.

Example 4: Selects “Increase” The increased normal force will cause the surfaces to become gouged, increasing
the coefficient of friction.

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24.

A student in a physics lab has a block with a fan attached to it, as shown in the figure above. The fan has a pivot
so that the angle θ it makes with the horizontal can be adjusted between 0° and 90°. When the fan is pointed
horizontally so that θ = 0°, the block accelerates from rest along a track, even though there is friction between the
block and the track. For the following questions, assume that the student has access to equipment that would
usually be found in a school physics laboratory.

a. Describe an experimental procedure that the student could use to measure the force F that the air exerts
on the fan-block system when the fan is turned on. Assume that the magnitude of this force is the same
for all angles θ.

i. What quantities would be measured?

ii. What equipment would be used for the measurements, and how would that equipment be used?
Include a labeled diagram of the experimental setup.

iii. Describe the overall procedure to be used. Give enough detail so that another student could
replicate the experiment.

iv. Describe how the force can be determined from the measurements described in parts (a)i–iii.

b. Describe an experimental procedure that would allow the student to use the fan-block system, with the
fan turned on, to find the coefficient of kinetic friction between the block and the track.

i. What quantities would be measured?

ii. What equipment would be used for the measurements, and how would that equipment be used?
Include a labeled diagram of the experimental setup.

iii. Describe the overall procedure to be used. Give enough detail so that another student could
replicate the experiment.

iv. On the dot to the right, which represents the fan-block system, draw and label the forces (not
components) that are exerted on the system during the experiment described in parts (b)i–iii.
Represent each force by a distinct arrow starting on, and pointing away from, the dot.

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c. Describe how to analyze the data from the experiment described in parts (b)i–iii in order to determine the
coefficient of kinetic friction between the block and the track. Your analysis may include the force F
exerted by the air on the fan-block system. Do not add to the free-body diagram in part (b)iv.

d. In a different experiment, the student attaches the block to the top of a low-friction cart. On the axes
below, sketch a graph of the work done by air on the fan-block-cart system as a function of q when the
system travels a fixed distance D

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

Part A

Part( i, ii, and iii )

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Note: Parts i, ii, and iii are read together

1 point is earned: For measuring the mass or weight of the relevant system

1 point is earned: For making a measurement of force (or something from which a force can be calculated) with the fan
turned on

Note: fan angles of either 0° or 90° need not be measured directly, since these are given as the minimum and maximum
angles possible. If the procedure involves intermediate angles, then these angles must be measured.

Example 1 (variant - Example 1a in parentheses):

(a)i The downward force exerted by the fan-block system (or “mass”, as read on a balance, of the system)

(a)ii A spring scale (or mechanical balance)

(a)iii Set the fan angle to 90°. With the fan off, hang the system from a spring scale to find its weight (or place
the system on a mechanical balance to find its mass). Turn the fan on, and record the force from the spring scale
(or the mass reading from the mechanical balance).

Example 2:

(a)i Mass of the fan-block system and low-friction cart. Velocity of the cart as a function of time.

(a)ii Scale to measure mass. Motion detector to measure velocity as a function of time.

(a)iii Place the system and a low-friction cart on a scale to find the total mass of the fan-block and cart. Next, on
a horizontal surface, place the fan-block on the cart, set the fan angle to zero, turn on the fan, and release the
cart from rest. Use the motion detector to graph the cart velocity as a function of time.

Part(iv)

1 point is earned: For correctly indicating a method to determine the force exerted by air on the fan, using the
measurements and procedure from parts (a) i, ii, and iii

Example 1 (and 1a), continued from above: Take the difference in the force readings with the fan off and the
fan on. (1a: Multiply the difference in the mass readings by g). This difference is the force exerted by air on the
fan.

Example 2, continued from above: Estimate the average slope of the graph, which is the acceleration. Multiply
acceleration by the total mass to find the force exerted by air on the fan.

0 1 2 3

Student response earns 3 of the following 3 point(s)

Part( i, ii, and iii )

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Note: Parts i, ii, and iii are read together

1 point is earned: For measuring the mass or weight of the relevant system

1 point is earned: For making a measurement of force (or something from which a force can be calculated) with the fan
turned on

Note: fan angles of either 0° or 90° need not be measured directly, since these are given as the minimum and maximum
angles possible. If the procedure involves intermediate angles, then these angles must be measured.

Example 1 (variant - Example 1a in parentheses):

(a)i The downward force exerted by the fan-block system (or “mass”, as read on a balance, of the system)

(a)ii A spring scale (or mechanical balance)

(a)iii Set the fan angle to 90°. With the fan off, hang the system from a spring scale to find its weight (or place
the system on a mechanical balance to find its mass). Turn the fan on, and record the force from the spring scale
(or the mass reading from the mechanical balance).

Example 2:

(a)i Mass of the fan-block system and low-friction cart. Velocity of the cart as a function of time.

(a)ii Scale to measure mass. Motion detector to measure velocity as a function of time.

(a)iii Place the system and a low-friction cart on a scale to find the total mass of the fan-block and cart. Next, on
a horizontal surface, place the fan-block on the cart, set the fan angle to zero, turn on the fan, and release the
cart from rest. Use the motion detector to graph the cart velocity as a function of time.

Part(iv)

1 point is earned: For correctly indicating a method to determine the force exerted by air on the fan, using the
measurements and procedure from parts (a) i, ii, and iii

Example 1 (and 1a), continued from above: Take the difference in the force readings with the fan off and the
fan on. (1a: Multiply the difference in the mass readings by g). This difference is the force exerted by air on the
fan.

Example 2, continued from above: Estimate the average slope of the graph, which is the acceleration. Multiply
acceleration by the total mass to find the force exerted by air on the fan.

Part B

Part( i, ii, and iii )

Note: Parts i, ii, and iii are read together

Note: In parts (b) i, ii, and iii, it is acceptable to say "the same as in part (a), with the following changes:", with changes to
the procedure in part (a) then listed.

1 point is earned: For describing measurements that would allow determination of the acceleration

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1 point is earned: For describing a procedure that is practical/feasible in a school laboratory

Example 3:

Place the fan-block on the track, with angle = 0. Place a motion detector behind it, set to graph velocity vs. time.
Turn fan on, and release from rest. Repeat the procedure several times.

Example 4:

Place the fan-block on the track, with angle = 0. Place a photogate just in front of the block, and the second
photogate a meter or two in front of the block. Measure distance from front of block to the front of that second
photogate. Turn on fan and release the block from rest. The photogates measure the time it takes the block to
travel the measured distance to the second photogate.

Example 5:

(b)i Angle of the fan. Velocity of fan-block system as a function of time. (b)ii Protractor to measure the angle.
Motion detector to measure the velocity and time. (b)iii Adjust the fan angle until the fan-block slides with a
constant speed after being given a push. Use the motion detector to determine whether the speed is constant
(zero slope on a graph of velocity as a function of time).

Part(iv)

1 point is earned: For correctly drawn and labeled vectors for the force exerted by air on fan and for the frictional force
exerted on the block by the track, corresponding to the experiment described in part (b)iii. Other forces correctly drawn
and labeled AND no incorrect forces, corresponding to the experiment described in part (b)iii.

0 1 2 3

Student response earns 3 of the following 3 point(s)

Part( i, ii, and iii )

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Note: Parts i, ii, and iii are read together

Note: In parts (b) i, ii, and iii, it is acceptable to say "the same as in part (a), with the following changes:", with changes to
the procedure in part (a) then listed.

1 point is earned: For describing measurements that would allow determination of the acceleration

1 point is earned: For describing a procedure that is practical/feasible in a school laboratory

Example 3:

Place the fan-block on the track, with angle = 0. Place a motion detector behind it, set to graph velocity vs. time.
Turn fan on, and release from rest. Repeat the procedure several times.

Example 4:

Place the fan-block on the track, with angle = 0. Place a photogate just in front of the block, and the second
photogate a meter or two in front of the block. Measure distance from front of block to the front of that second
photogate. Turn on fan and release the block from rest. The photogates measure the time it takes the block to
travel the measured distance to the second photogate.

Example 5:

(b)i Angle of the fan. Velocity of fan-block system as a function of time. (b)ii Protractor to measure the angle.
Motion detector to measure the velocity and time. (b)iii Adjust the fan angle until the fan-block slides with a
constant speed after being given a push. Use the motion detector to determine whether the speed is constant
(zero slope on a graph of velocity as a function of time).

Part(iv)

1 point is earned: For correctly drawn and labeled vectors for the force exerted by air on fan and for the frictional force
exerted on the block by the track, corresponding to the experiment described in part (b)iii. Other forces correctly drawn
and labeled AND no incorrect forces, corresponding to the experiment described in part (b)iii.

Part C

1 point is earned: For using kinematic data to obtain acceleration, a, or showing that a = 0

Alternatively the point can be earned using the Work-Energy solution with kinetic energy K = (1/2)mv2

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1 point is earned: For relating frictional force and coefficient of kinetic friction as Ff = μKFN

1 point is earned: For a correct representation of the normal force, correctly referring back to a measurement of the fan-
block system

FN = mg if θ = 0 or FN = mg + Fsin θ if θ ≠ 0

1 point is earned: For using Newton's second law, consistently with normal force above, for the appropriate forces or
force components in the direction of the fan's motion that would lead to the determination of the coefficient of kinetic
friction

Fnet = ma

F - Ff = ma

Alternatively the point can be earned using the Work-Energy solution that would lead to the determination of the
coefficient of kinetic friction.

Example 3 (continued from above): θ = 0 Determine the slope of each v vs. t graph, to get the acceleration for
each trial, and average the accelerations. Call this average acceleration a. The kinetic frictional force exerted by
track on block is Ff = μFn = μmg, where m is the mass of the fan-block as found in part (a), since the
acceleration is purely horizontal and hence Fn and mg must balance. So, by Newton’s second law, letting F
denote the force exerted by the air on the fan found in part (a), we get

Fnet = ma

F - Ff = ma

F - μmg = ma

Solve for μ to get μ = (F-ma) / mg

Example 4 (continued from above):

θ = 0 Let d denote distance from block to second photogate and t denote the corresponding time. Since v0 = 0, d
= 1/2 at2 and hence a = 2d/r2. For each trial, calculate that acceleration, and take the average, which becomes
our best estimate of a. [Rest of solution is as in example 3]

Example 5 (continued from above): θ = 0 Since the acceleration is zero, the net horizontal force is zero. From
Newton’s second law,

Ff = μmg = Fcos θ

Solving for μk:

μk = (Fcos θ - ma)/(mg + Fsin θ ) if θ ≠ 0

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0 1 2 3 4

Student response earns 4 of the following 4 point(s)

1 point is earned: For using kinematic data to obtain acceleration, a, or showing that a = 0

Alternatively the point can be earned using the Work-Energy solution with kinetic energy K = (1/2)mv2

1 point is earned: For relating frictional force and coefficient of kinetic friction as Ff = μKFN

1 point is earned: For a correct representation of the normal force, correctly referring back to a measurement of the fan-
block system

FN = mg if θ = 0 or FN = mg + Fsin θ if θ ≠ 0

1 point is earned: For using Newton's second law, consistently with normal force above, for the appropriate forces or
force components in the direction of the fan's motion that would lead to the determination of the coefficient of kinetic
friction

Fnet = ma

F - Ff = ma

Alternatively the point can be earned using the Work-Energy solution that would lead to the determination of the
coefficient of kinetic friction.

Example 3 (continued from above): θ = 0 Determine the slope of each v vs. t graph, to get the acceleration for
each trial, and average the accelerations. Call this average acceleration a. The kinetic frictional force exerted by
track on block is Ff = μFn = μmg, where m is the mass of the fan-block as found in part (a), since the
acceleration is purely horizontal and hence Fn and mg must balance. So, by Newton’s second law, letting F
denote the force exerted by the air on the fan found in part (a), we get

Fnet = ma

F - Ff = ma

F - μmg = ma

Solve for μ to get μ = (F-ma) / mg

Example 4 (continued from above):

θ = 0 Let d denote distance from block to second photogate and t denote the corresponding time. Since v0 = 0, d
= 1/2 at2 and hence a = 2d/r2. For each trial, calculate that acceleration, and take the average, which becomes
our best estimate of a. [Rest of solution is as in example 3]

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Example 5 (continued from above): θ = 0 Since the acceleration is zero, the net horizontal force is zero. From
Newton’s second law,

Ff = μmg = Fcos θ

Solving for μk:

μk = (Fcos θ - ma)/(mg + Fsin θ ) if θ ≠ 0

Part D

A correct graph shows the work done as proportional to cosθ

1 point is earned: For showing a curve that continually decreases from a maximum value at 0° to a minimum value of
zero at 90°

1 point is earned: For showing a curve that is concave-downward (i.e. that has a negative second derivative)

0 1 2

Student response earns 2 of the following 2 point(s)

A correct graph shows the work done as proportional to cosθ

1 point is earned: For showing a curve that continually decreases from a maximum value at 0° to a minimum value of

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zero at 90°

1 point is earned: For showing a curve that is concave-downward (i.e. that has a negative second derivative)

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25. This question is a short free-response question. Show your work for each part of the question. (10 points,
suggested time 15 minutes)

Block A with mass rests on a horizontal tabletop, while block B with mass hangs from a string of
negligible mass that passes over a pulley and attaches to block A, as shown above. The pulley has negligible mass
and rotates with negligible friction about its axle. The blocks are at rest due to friction between block A and the
tabletop. The coefficient of static friction between block A and the tabletop is (mu), where .

(a) Determine the magnitude of the tension in the string. Briefly explain your reasoning.

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

(b) Three students draw the free-body diagrams shown above to represent the forces acting on block A while the
two-block system is at rest. Which figure correctly depicts the forces and their relative magnitudes? Explain your
reasoning.

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

(c) A student slowly adds mass to the top of block B. When a total mass has been added to the top of block B,
block A begins to accelerate across the tabletop. In a clear, coherent, paragraph-length response, explain in terms
of the net force on block A why block A remained at rest even as mass was added to block B, but block A
accelerates once a total mass was added to block B.

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

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a valid explanation for why the tension is equal to the weight.

Example Response:

When block A is at rest, block B is at rest. So, the tension in the string must be equal to the weight of block B,

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating that Figure 2 is the correct free body diagram.
1 point is earned for an explanation which addresses that the forces must add to zero because the system
is in equilibrium.

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1 point is earned for explanation which addresses that the force of friction must be less than the normal
force.

Example Response:

The system is at rest, so the forces must add to zero, and

and

must be equal in magnitude. Friction also must be less than the normal force because

and the maximum force of friction is mu times the normal force. Therefore, Figure 2 correctly depicts the forces on Block
A.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4 5 6

The response accurately includes all of the following criteria.

1 point is earned for indicating that as the mass was added to the top of block B, the tension in the string
increased.
1 point is earned for indicating that while block A was not moving, the static friction force was equal to
the tension.
1 point is earned for indicating that the static friction force is not constant but can vary up to a maximum
value.
1 point is earned for indicating that block A moved as soon as the tension was greater than the maximum
static friction force.
1 point is earned for indicating that when the tension on block A is greater than the static friction force,
the block experiences a net force and accelerates to the right.
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:

As mass was added to the top of block B, the tension in the string was increasing. As the tension was increasing, the static
friction force was increasing, to keep block A at rest. Once the additional mass reached a value

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, the tension increased past the maximum value of static friction. Since the forward tension force is greater now than the
friction force, block A accelerates to the right.

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26.

Two blocks are connected by a string of negligible mass that passes over massless pulleys that turn with negligible
friction, as shown in the figure above. The mass m2 of block 2 is greater than the mass m1 of block 1.The blocks
are released from rest.

(a) The dots below represent the two blocks. 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.

(b) Derive the magnitude of the acceleration of block 2. Express your answer in terms of m1, m2, and g.

Block 3 of mass m3 is added to the system, as shown below. There is no friction between block 3 and the table.

(c) Indicate whether the magnitude of the acceleration of block 2 is now larger, smaller, or the same as in the
original two-block system. Explain how you arrived at your answer.

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

Part A

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1 point is earned: For drawing two vectors starting on the dots that point upward, have the same length and are labeled as
the tension force

1 point is earned: For drawing two vectors starting on the dots that point downward, where the vector for block 1 is
smaller than the vector for block 2 and both are labeled as the gravitational force

One earned point is deducted for drawing any extraneous vectors.

One earned point is deducted for vector lengths that do not allow the system to accelerate in the proper direction.

0 1 2

The student response earns all of the following points:

1 point is earned: For drawing two vectors starting on the dots that point upward, have the same length and are labeled as
the tension force

1 point is earned: For drawing two vectors starting on the dots that point downward, where the vector for block 1 is
smaller than the vector for block 2 and both are labeled as the gravitational force

One earned point is deducted for drawing any extraneous vectors.

One earned point is deducted for vector lengths that do not allow the system to accelerate in the proper direction.

Part B

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1 point is earned: For writing an equation for Newton’s second law for block 1

m1a = T - m1g

1 point is earned: For writing an equation for Newton’s second law for block 2

m2a = m2g - T

1 point is earned: For eliminating T to obtain an equation that can be solved for the acceleration

T = m1a + m1g

m2a = m2g - m1a - m1g

(m2 + m1)a = (m2 - m1)g

a = (m2 - m1)g/(m2 + m1)

Alternate solution

The system of two blocks must move as a unit, so the acceleration of the system is the acceleration of block 2.

1 point is earned: For writing an equation showing that the net force acting on the system is the difference in masses
times the acceleration of gravity

Fnet = (m2 - m1)g

1 point is earned: For writing an equation that relates the net force to the sum of the masses and the acceleration of the
system

Fnet = (m2 + m1)a

1 point is earned: For writing an equation that can be solved for the acceleration in terms of the variables used in the
summation of forces equations

(m2 + m1)a = (m2 - m1)g

a = (m2 - m1)g/(m2 + m1)

0 1 2 3

The student response earns all of the following points:

1 point is earned: For writing an equation for Newton’s second law for block 1

m1a = T - m1g

1 point is earned: For writing an equation for Newton’s second law for block 2

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m2a = m2g - T

1 point is earned: For eliminating T to obtain an equation that can be solved for the acceleration

T = m1a + m1g

m2a = m2g - m1a - m1g

(m2 + m1)a = (m2 - m1)g

a = (m2 - m1)g/(m2 + m1)

Alternate solution

The system of two blocks must move as a unit, so the acceleration of the system is the acceleration of block 2.

1 point is earned: For writing an equation showing that the net force acting on the system is the difference in masses
times the acceleration of gravity

Fnet = (m2 - m1)g

1 point is earned: For writing an equation that relates the net force to the sum of the masses and the acceleration of the
system

Fnet = (m2 + m1)a

1 point is earned: For writing an equation that can be solved for the acceleration in terms of the variables used in the
summation of forces equations

(m2 + m1)a = (m2 - m1)g

a = (m2 - m1)g/(m2 + m1)

Part C

The acceleration of the new system, and thus of block 2, is smaller.

1 point is earned: For indicating that the mass of the system is larger.

1 point is earned: For a clear indication that the tension on block 2 is greater

Alternate solution

1 point is earned: For indicating that the mass of the system is larger

1 point is earned: For indicating that the net force exerted on the system stays the same

Notes:

No points are earned for a correct prediction without a reasonable attempt at an explanation.

No points are earned for an incorrect prediction, regardless of the explanation.

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0 1 2

The student response earns all of the following points:

The acceleration of the new system, and thus of block 2, is smaller.

1 point is earned: For indicating that the mass of the system is larger.

1 point is earned: For a clear indication that the tension on block 2 is greater

Alternate solution

1 point is earned: For indicating that the mass of the system is larger

1 point is earned: For indicating that the net force exerted on the system stays the same

Notes:

No points are earned for a correct prediction without a reasonable attempt at an explanation.

No points are earned for an incorrect prediction, regardless of the explanation.

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27. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

A block of mass is pulled by a rope that makes an angle (theta) above the horizontal, as shown above. The
coefficient of kinetic friction between the block and floor is (mu).

The block is initially at rest and starts accelerating to the right along the floor. Three students each draw a diagram
to indicate all of the forces that are exerted on the block as it moves. In the students’ diagrams, which are shown
below, the lengths of the arrows indicate the relative magnitudes of the forces.

Only one of the students has drawn a diagram that could correctly represent the forces. The other two students’
diagrams are incorrect.

(a) Which student has drawn a diagram that could correctly represent the forces exerted on the block?

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

(b) For the incorrect student diagrams, explain why the diagram could not represent the forces exerted on the
block. If there is more than one specific reason a diagram is incorrect, identify each of the reasons.

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

(c) Briefly explain why slightly increasing the angle (without changing the magnitude of the force exerted by the
rope) could cause a decrease in the block’s acceleration.

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

Suppose the rope is pulled with a force that has a magnitude that is one-third the weight of the block, or . In
this case, when the block accelerates, its acceleration is .

(d) Explain why the above equation is consistent with the claim that an increase in the angle could cause a
decrease in the acceleration.

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

The rope is now attached to the center of the top of the block, as shown above. The force exerted by the rope is
initially zero newtons at time . The force steadily increases, becomes equal to the block’s weight at time
, and continues to increase further. Three students sketch the graphs shown below to represent the normal force
exerted by the floor on the block as a function of time . One of the graphs is consistent with this scenario, while

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the other graphs are not consistent with this scenario.

(e) Which graph is consistent with the scenario in which the force exerted by the rope on the block steadily
increases?

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

(f) Identify all features of the other two graphs that make them inconsistent with this scenario. Explain your
reasoning.

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

With one end of the rope still attached to the block, the other end of the rope is attached to a ceiling to create a
pendulum with length , where is much greater than the dimensions of the block. A second pendulum is made

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from an identical block and a rope of length , as shown above. Both pendulums are displaced by the same small
angle and released from rest.

(g) Does the longer pendulum or the shorter pendulum have a greater period of oscillation? Briefly explain your
choice without reference to equations, but by describing the restoring forces exerted on and motion of each block.

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

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating that Student 1 drew a correct diagram.

Example Response:

The diagram for student 1 is correct.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating that Student 2’s diagram has equal left and right forces and thus would
result in a constant horizontal velocity or no horizontal acceleration.
1 point is earned for indicating that Student 3’s diagram has equal left and right forces and thus would
result in a constant horizontal velocity or no horizontal acceleration.
1 point is earned for indicating that Student 3’s diagram would result in a downward acceleration
component since the sum of the upward components is less than the force of gravity.

Example Response:

Student 2’s diagram is incorrect because it has equal left and right forces, which would cause the block to move at a

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constant speed. Student 3’s diagram is not correct because it has equal left and right forces as well. Student 3’s diagram
is also incorrect because the downward components are greater than the upward components. This would cause a
downward acceleration, which is not occurring.

Part C

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 indicating that the horizontal component of the force exerted by the rope becomes
smaller.
1 point is earned for indicating that the net force, therefore, decreases.

Example Response:

If the angle is increased without changing the magnitude, the forward horizontal force would decrease, so the net force on
the block could decrease. This would result in a smaller acceleration.

Part D

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 indicating that the cosine term decreases when increases.
1 point is earned for indicating that, if the decrease in the cosine term is greater than the increase in the
sine term, the acceleration will decrease.

Example Response:

As the angle increases, two terms in the expression are affected. The cosine term will decrease, and the sine of the angle
will increase. If the decrease in the cosine term is greater than the increase in the sine term, the acceleration will
decrease.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for identifying Graph 1 as consistent with the scenario in which the force exerted by the
rope on the block steadily increases.

Example Response:

Graph 1 is consistent with the scenario in which the force exerted by the rope on the block steadily increases

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4

The response accurately includes all of the following criteria.

1 point is earned for indicating that the normal force is equal to the weight of the block minus the tension
force, until the tension equals the weight.
1 point is earned for indicating that graph 2 is incorrect because the normal force does not remain
constant before time .
1 point is earned for indicating that graph 3 is incorrect because the normal force does not increase before
time .
1 point is earned for indicating that graph 3 is incorrect because the normal force does not equal the
weight after time .

Example Response:

The normal force on the block is equal to the difference between the weight and the tension force, as long as the tension
force is less than the weight. If the tension force exceeds the weight, then the normal force becomes zero because the block
is lifted off the floor. Thus, graph 2 is incorrect because it indicates the normal force is constant until the tension equals
the weight. And graph 3 is incorrect because the normal force is depicted as increasing until it equals the weight rather
than decreasing until it is zero.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that both pendulums have the same maximum restoring force at the same
maximum angular displacement from equilibrium.
1 point is earned for indicating that the path the longer pendulum takes is a greater distance so for the
same acceleration, it takes a greater time, and thus the longer pendulum has a greater period.

Example Response:

Since both are displaced the same angle, both have the same maximum restoring force, and thus the same maximum
acceleration. The longer pendulum travels a longer path, and thus it will take a longer time. Thus, the period of the longer
pendulum is greater.

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28. This question is a short free-response question. Show your work for each part of the question.

A person pushes a large block on a horizontal ice surface in a straight line to the right with constant speed, as
shown above. The mass of the block is and frictional forces between the block and the ice are negligible.
However, the block has a wide cross-sectional area such that air resistance acting on the block cannot be
neglected. The opposite is true for the person: air resistance on the person is negligible, but the person’s shoes do
not slip on the ice. The table shows the force exerted by the person on the block for several values of constant
speed.

Force of person’s push (N) Constant speed of block

20 1.25
40 2.51
60 3.73
80 5.00

(a) A student claims that the data show that the magnitude of the force of air resistance is proportional to the speed
of the object, within experimental uncertainty. Use physics principles to explain whether the claim is correct.

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

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(b) As the person pushes the block, the person moves with the same constant speed as the block. Consider the
scenario in which the person’s speed is .

i. On the dot below, which represents the person, draw and label the forces (not components) exerted on the
person. Each force must be represented by a distinct arrow starting on, and pointing away from, the dot.

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

ii. The person now stops and releases the block. Determine the magnitude and direction of the block’s acceleration
at the instant the block is released.

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

Part (a)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

Student response accurately includes all of the following criteria.

1 point is earned for arguing that the acceleration is zero, so that the push force equals the force of air
resistance in magnitude.
1 point is earned for performing a mathematical analysis with the numbers to show that the magnitude of
the force of air resistance is proportional to the speed.
1 point is earned for addressing the uncertainty in the speed measurements.

Example Response:

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The block moves at a constant velocity, so the acceleration of and the net force on the block are both zero. The horizontal
forces of the person’s push (given in the table) and of air resistance must therefore be equal in magnitude at each speed.
Multiplying each force value by a proportionality constant of gives results that agree with each speed value within
the per experimental uncertainty for the speeds:

Claim, Evidence, Reasoning Statements:

Claim: The results from the table agree with each speed value within the uncertainty of .

Evidence: The block moves at a constant velocity, so the acceleration of and the net force on the block are both zero.

Reasoning Statements: The horizontal forces of the person’s push (given in the table) and of air resistance must therefore
be equal in magnitude at each speed. Multiplying each force value by a proportionality constant of .

Part (b)i

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

Student response accurately includes both of the following criteria.

1 point is earned for drawing and labeling the normal force upward and gravitational force downward.
1 point is earned for drawing the force exerted by the block to the left and the frictional force to the right.

Example Response:

Part (b)ii

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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

Student response accurately includes both of the following criteria.

1 point is earned for stating the direction of the acceleration.

1 point is earned for determining the magnitude of the acceleration.

Example Response:

The direction of the acceleration is to the left. The magnitude of the acceleration is:

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29.

Blocks 1 and 2 of masses m1 and m2, respectively, are connected by a light string, as shown above. These blocks
are further connected to a block of mass M by another light string that passes over a pulley of negligible mass and
friction. Blocks 1 and 2 move with a constant velocity v down the inclined plane, which makes an angle θ with the
horizontal. The kinetic frictional force on block 1 is f and that on block 2 is 2f.

a. On the figure below, draw and label all the forces on block m1.

Express your answers to each of the following in terms of m1, m2, g, θ, and f.

b. Determine the coefficient of kinetic friction between the inclined plane and block 1.

c. Determine the value of the suspended mass M that allows blocks 1 and 2 to move with constant velocity
down the plane.

d. The string between blocks 1 and 2 is now cut. Determine the acceleration of block 1 while it is on the
inclined plane

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

Part A

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4 points are earned: For each correctly drawn and labeled force one point was awarded

(Credit was awarded for any reasonable placement of forces)

In the absence of the total weight, showing both components m1g sin θ and m1g cos θ received credit

One point was deducted from earned credit for one or more obvious incorrect forces (no penalty for showing both weight
and its components)

0 1 2 3 4

The student response earns all of the following points:

4 points are earned: For each correctly drawn and labeled force one point was awarded

(Credit was awarded for any reasonable placement of forces)

In the absence of the total weight, showing both components m1g sin θ and m1g cos θ received credit

One point was deducted from earned credit for one or more obvious incorrect forces (no penalty for showing both weight
and its components)

Part B

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Using the expression for frictional force:

f = μN

1 point is earned: For a correct substitution for the normal force

N = m1g cos θ

1 point is earned: For correctly solving for the coefficient of friction

1 point is earned: For an answer correctly expressed in terms of the given quantities

For example, beginning with the equation f + T1 – m1g sin θ = 0 for block 1, substituting for f and solving for μ yields
, which receives credit for the first two points.

Since only one block is involved in this part, no penalty was assessed for omitting the subscript on the mass variable.

0 1 2 3

The student response earns all of the following points:

Using the expression for frictional force:

f = μN

1 point is earned: For a correct substitution for the normal force

N = m1g cos θ

1 point is earned: For correctly solving for the coefficient of friction

1 point is earned: For an answer correctly expressed in terms of the given quantities

For example, beginning with the equation f + T1 – m1g sin θ = 0 for block 1, substituting for f and solving for μ yields
, which receives credit for the first two points.

Since only one block is involved in this part, no penalty was assessed for omitting the subscript on the mass variable.

Part C

1 point is earned: For an indication that the acceleration or the net force is zero

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Using Newton's second law:

ΣF = 0

Applying this to the three-block system, with the tensions treated as internal forces (so they do not appear in the equation):

– m1g sin θ + f – m2g sin θ + 2f + Mg = 0

1 point is earned: For the correct weight components, with correct signs, in the above equation

1 point is earned: For the correct friction terms, with correct signs

Solving for Mg:

Mg = m1g sin θ – f + m2g sin θ – 2f

2 points are earned: For the correct answer in terms of the given quantities

Only one point was awarded for a correct answer in terms of quantities other than the given ones

Alternate solutions containing a set of equations from which tensions should be eliminated were awarded similar credit.
Fore example, credit for the second and third points above could be earned for correctly written equations even if no
attempt was made to solve them. Two possible sets of equations:

Set 1 -- f + T1 – m1g sin θ + 2f + T2 – m2g sin θ – T1 = (m1 + m2)a and Mg – T2 = Ma

Set 2 -- m1g sin θ = f + T1 and T1 + m2g sin θ = 2f + T2 and Mg = T2

(This set also earns credit for the first point.)

0 1 2 3 4 5

The student response earns all of the following points:

1 point is earned: For an indication that the acceleration or the net force is zero

Using Newton's second law:

ΣF = 0

Applying this to the three-block system, with the tensions treated as internal forces (so they do not appear in the equation):

– m1g sin θ + f – m2g sin θ + 2f + Mg = 0

1 point is earned: For the correct weight components, with correct signs, in the above equation

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1 point is earned: For the correct friction terms, with correct signs

Solving for Mg:

Mg = m1g sin θ – f + m2g sin θ – 2f

2 points are earned: For the correct answer in terms of the given quantities

Only one point was awarded for a correct answer in terms of quantities other than the given ones

Alternate solutions containing a set of equations from which tensions should be eliminated were awarded similar credit.
Fore example, credit for the second and third points above could be earned for correctly written equations even if no
attempt was made to solve them. Two possible sets of equations:

Set 1 -- f + T1 – m1g sin θ + 2f + T2 – m2g sin θ – T1 = (m1 + m2)a and Mg – T2 = Ma

Set 2 -- m1g sin θ = f + T1 and T1 + m2g sin θ = 2f + T2 and Mg = T2

(This set also earns credit for the first point.)

Part D

Applying Newton's second law:

m1g sin θ – f = m1a

1 point is earned: For correctly including friction in the equation

1 point is earned: For correctly including the weight component in the equation

1 point is earned: For the correct answer in terms of the given quantities

Since only one block is involved in this part, no penalty was assessed for omitting the subscript on the mass variable.

0 1 2 3

The student response earns all of the following points:

Applying Newton's second law:

m1g sin θ – f = m1a

1 point is earned: For correctly including friction in the equation

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1 point is earned: For correctly including the weight component in the equation

1 point is earned: For the correct answer in terms of the given quantities

Since only one block is involved in this part, no penalty was assessed for omitting the subscript on the mass variable.

30.

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.

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

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

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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

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)

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0 1 2

The student response earns all of the following points:

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)

M =4.24 kg

0 1 2 3

The student response earns all of the following points:

For using Newton's second law

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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.

0 1 2

The student response earns all of the following points:

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.

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One earned point was deducted for any incorrect statement in the reasoning not included in the points shown.

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31. This question is a short free-response question. Show your work for each part of the question. (10 points,
suggested time 15 minutes)

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 a time of 2 seconds, where the lines intersect, do the displacements of the two objects from their initial
positions have the same magnitude? Briefly explain your answer.

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

(b) At a time of 2 seconds, where the lines intersect, do the velocities of the two objects have the same magnitude?
Briefly explain your answer.

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

(c) At a time of 2 seconds, where the lines intersect, which object, if either, has a net force with a greater
magnitude exerted on it? If the net force has the same magnitude for both objects, indicate this explicitly.

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

(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 .

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

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 two of the following criteria.

1 point is earned for a statement that the two objects have the same displacement at 2 seconds.
1 point is earned for a justification that the lines represent position; and where they intersect, the objects
are in the same place and began at the same place.

Example Response:

Since this graph is a position vs. time graph, and both objects start at the same position, and at

are at the same position, and displacement is equal to the change in position, both objects have the same displacement.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2

The response accurately includes both two of the following criteria.

1 point is earned for a statement that the two objects have different velocities or speeds at 2 seconds.
1 point is earned for a justification that the velocities are represented by the slope of the position vs. time
graph, and at

the slope of the lines are different, so the objects have different velocities.

Example Response:

Since this graph is a position vs. time graph, the slope of the position vs. time graph represents the velocity of each object.
At

the slopes have different values, so the velocities are different.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a statement that a greater net force is exerted on object A.

Example Response:

A greater net force is exerted on object A.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2 3 4 5

The response accurately includes all of the following criteria.

1 point is earned for a statement that the net force exerted on an object is proportional to the acceleration
(or

).
1 point is earned for a justification that since the position vs. time for object B is a straight line with a
constant slope (so speed is constant), the acceleration is zero and so it has a zero net force exerted on it.
1 point is earned for a statement that since the position vs. time for object A has a changing slope, its
velocity is changing.
1 point is earned for a statement that since object A’s velocity is changing it has a non-zero acceleration,
and hence has a net force exerted on it.
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:

Since this graph is of position vs. time, the slope of the graph represents velocity. For object B, the slope is constant
showing that the velocity of object B is constant, meaning that the acceleration is zero and also the net force exerted on
object B is also zero. The slope of the position vs. time for object A is changing, which means that the velocity vs. time is
changing, so the acceleration is non-zero which means that the net force is also non-zero because the net force exerted on
the object is proportional to the acceleration. So, object A has the larger net force exerted on it.

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32.

A rope of negligible mass passes over a pulley of negligible mass attached to the ceiling, as shown above. One end
of the rope is held by Student A of mass 70 kg, who is at rest on the floor. The opposite end of the rope is held by
Student B of mass 60 kg, who is suspended at rest above the floor.

a. On the dots below that represent the students, draw and label free-body diagrams showing the forces on
Student A and on Student B.

b. Calculate the magnitude of the force exerted by the floor on Student A. Student B now climbs up the rope
at a constant acceleration of 0.25 m/s2 with respect to the floor.

c. Calculate the tension in the rope while Student B is accelerating.

d. As Student B is accelerating, is Student A pulled upward off the floor? Justify your answer.

e. With what minimum acceleration must Student B climb up the rope to lift Student A upward off the
floor?

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

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Part A

1 point is earned: For a free body diagram that includes any one of the three forces on Student A (weight, normal, or
tension)

1 point is earned: For correctly including the other two forces on Student A

1 point is earned: For a correct free-body diagram for Student B (including both weight and tension)

One point was deducted for each extraneous vector, up to a maximum of the number of point already earned

0 1 2 3

The student response earns three of the following points:

1 point is earned: For a free body diagram that includes any one of the three forces on Student A (weight, normal, or
tension)

1 point is earned: For correctly including the other two forces on Student A

1 point is earned: For a correct free-body diagram for Student B (including both weight and tension)

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One point was deducted for each extraneous vector, up to a maximum of the number of point already earned

Part B

1 point is earned: For equating the tension in the rope to the weight of Student B

T = mBg

1 point is earned: For a correct expression for the sum of the forces on Student A

ΣFA = T + N – mAg = 0

Eliminating T and solving for N

N = mAg – mBg

N = (70 kg – 60 kg)(9.8 m/s2) = 686 N – 588 N

1 point is earned: For the correct answer

N = 98 N (or 100 N using g = 10 m/s2)

0 1 2 3

The student response earns three of the following points:

1 point is earned: For equating the tension in the rope to the weight of Student B

T = mBg

1 point is earned: For a correct expression for the sum of the forces on Student A

ΣFA = T + N – mAg = 0

Eliminating T and solving for N

N = mAg – mBg

N = (70 kg – 60 kg)(9.8 m/s2) = 686 N – 588 N

1 point is earned: For the correct answer

N = 98 N (or 100 N using g = 10 m/s2)

Part C

1 point is earned: For applying Newton’s 2nd law to Student B

AP Physics 1 Page 111 of 114

 Scoring Guide

Unit 2 Final Practice

ΣFB = mBa

1 point is earned: For a correct expression for the sum of the forces on Student B

ΣFB = T – mBg

Solving for T and substituting:

T = mBg + mBa = 588 N + (60 kg)(0.25 m/s2)

1 point is earned: For the correct answer

T = 603 N (or 615 N using g = 10 m/s2)

0 1 2 3

The student response earns three of the following points:

1 point is earned: For applying Newton’s 2nd law to Student B

ΣFB = mBa

1 point is earned: For a correct expression for the sum of the forces on Student B

ΣFB = T – mBg

Solving for T and substituting:

T = mBg + mBa = 588 N + (60 kg)(0.25 m/s2)

1 point is earned: For the correct answer

T = 603 N (or 615 N using g = 10 m/s2)

Part D

1 point is earned: For a correct response of "No"

1 point is earned: For a reasonable explanation

Example: To lift student A off the floor, the tension must be greater than the students’ weight of (70 kg)g

An answer of “Yes” was acceptable IF the answer to (c) was greater than the weight of Student A AND the justification
was consistent.

Page 112 of 114 AP Physics 1

 Scoring Guide

Unit 2 Final Practice

0 1 2

The student response earns two of the following points:

1 point is earned: For a correct response of "No"

1 point is earned: For a reasonable explanation

Example: To lift student A off the floor, the tension must be greater than the students’ weight of (70 kg)g

An answer of “Yes” was acceptable IF the answer to (c) was greater than the weight of Student A AND the justification
was consistent.

Part E

1 point is earned: For applying Newton’s 2nd law to Student B

ΣFB = mBa

1 point is earned: For a correct expression for the sum of the forces on Student B

ΣFB = T – mBg

Solving for a

The minimum tension required to lift Student A is the student’s weight

Substituting:

1 point is earned: For the correct answer

a = 1.63 m/s2 (or 1.67 m/s2 using g = 10 m/s2)

0 1 2 3

The student response earns three of the following points:

1 point is earned: For applying Newton’s 2nd law to Student B

AP Physics 1 Page 113 of 114

 Scoring Guide

Unit 2 Final Practice

ΣFB = mBa

1 point is earned: For a correct expression for the sum of the forces on Student B

ΣFB = T – mBg

Solving for a

The minimum tension required to lift Student A is the student’s weight

Substituting:

1 point is earned: For the correct answer

a = 1.63 m/s2 (or 1.67 m/s2 using g = 10 m/s2)

Part Extra

1 point is earned: For indicating correct units in parts (b), (c) and (e)

0 1

The student response earns one of the following points:

1 point is earned: For indicating correct units in parts (b), (c) and (e)

Page 114 of 114 AP Physics 1