2018

AP Physics 1:
Algebra-Based
Sample Student Responses
and Scoring Commentary

Inside:

Free Response Question 5

RR Scoring Guideline
RR Student Samples
RR Scoring Commentary

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 AP® PHYSICS
2018 SCORING GUIDELINES

General Notes About 2018 AP Physics Scoring Guidelines

1. The solutions contain the most common method of solving the free-response questions and the allocation of
points for this solution. Some also contain a common alternate solution. Other methods of solution also
receive appropriate credit for correct work.

2. The requirements that have been established for the paragraph-length response in Physics 1 and Physics 2 can
be found on AP Central at
https://secure-media.collegeboard.org/digitalServices/pdf/ap/paragraph-length-response.pdf.

3. Generally, double penalty for errors is avoided. For example, if an incorrect answer to part (a) is correctly
substituted into an otherwise correct solution to part (b), full credit will usually be awarded. One exception to
this may be cases when the numerical answer to a later part should be easily recognized as wrong, e.g., a
speed faster than the speed of light in vacuum.

4. Implicit statements of concepts normally receive credit. For example, if use of the equation expressing a
particular concept is worth 1 point, and a student’s solution embeds the application of that equation to the
problem in other work, the point is still awarded. However, when students are asked to derive an expression,
it is normally expected that they will begin by writing one or more fundamental equations, such as those
given on the exam equation sheet. For a description of the use of such terms as “derive” and “calculate” on
the exams, and what is expected for each, see “The Free-Response Sections  Student Presentation” in the
AP Physics; Physics C: Mechanics, Physics C: Electricity and Magnetism Course Description or “Terms
Defined” in the AP Physics 1: Algebra-Based Course and Exam Description and the AP Physics 2: Algebra-
Based Course and Exam Description.

5. The scoring guidelines typically show numerical results using the value g  9.8 m s 2 , but the use of
10 m s 2 is of course also acceptable. Solutions usually show numerical answers using both values when they
are significantly different.

6. Strict rules regarding significant digits are usually not applied to numerical answers. However, in some cases
answers containing too many digits may be penalized. In general, two to four significant digits are acceptable.
Numerical answers that differ from the published answer due to differences in rounding throughout the
question typically receive full credit. Exceptions to these guidelines usually occur when rounding makes a
difference in obtaining a reasonable answer. For example, suppose a solution requires subtracting two
numbers that should have five significant figures and that differ starting with the fourth digit (e.g., 20.295 and
20.278). Rounding to three digits will lose the accuracy required to determine the difference in the numbers,
and some credit may be lost.

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 AP® PHYSICS 1
2018 SCORING GUIDELINES

Question 5
7 points total Distribution
of points

Block P of mass m is on a horizontal, frictionless surface and is attached to a spring with spring constant k.
The block is oscillating with period TP and amplitude AP about the spring’s equilibrium position x0 . A
second block Q of mass 2m is then dropped from rest and lands on block P at the instant it passes through the
equilibrium position, as shown above. Block Q immediately sticks to the top of block P, and the two-block
system oscillates with period TPQ and amplitude APQ .

(a) LO / SP: 3.B.3.1 / 6.4

1 point

Determine the numerical value of the ratio TPQ TP .

For a correct answer: 3 1 point

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 AP® PHYSICS 1
2018 SCORING GUIDELINES

Question 5 (continued)
Distribution
of points

(b) LO / SP: 3.B.3.1 / 6.4, 7.2; 3.B.3.4 / 2.2, 6.2; 4.C.1.1 / 1.4, 2.2; 4.C.1.2 / 6.4;
5.B.3.1/ 2.2, 6.4; 5.B.3.3 / 1.4, 2.2; 5.B.4.1 / 6.4, 7.2; 5.B.4.2 / 1.4, 2.1, 2.2; 5.D.2.1 / 6.4, 7.2
6 points

How does the amplitude of oscillation APQ of the two-block system compare with the original amplitude AP
of block P alone?
____ APQ  AP ____ APQ  AP ____ APQ  AP
In a clear, coherent paragraph-length response that may also contain diagrams and/or equations, explain your
reasoning.

Correct answer: APQ  AP .

Note: The response is graded even if an incorrect selection is made.
For applying conservation of momentum to the collision 1 point
For correctly finding that the post-collision speed has decreased (or, for determining that 1 point
1
v f  vi )
3
Note: The first 2 points can be earned for stating that the collision is inelastic
For stating or implying that the system’s kinetic energy has decreased (or, for 1 point
calculating a lower final kinetic energy)
For stating or implying kinetic energy of blocks right after collision equals maximum 1 point
potential energy of spring
OR
For stating or implying that the maximum potential energy equals the total mechanical
1
energy just after the collision (Simply stating that Etot  kA2 is sufficient.)
2
For stating or implying that maximum potential energy is reached when the 1 point
displacement from equilibrium equals the amplitude of oscillation
Note: The previous 2 points can be earned in a single sentence in which one or both of
the points is implicit.
For a logical, relevant, and internally consistent argument that addresses the required 1 point
argument or question asked and follows the guidelines described in the published
requirements for the paragraph-length response

Alternate solution for first 2 points in part (b):

A frictional force is exerted on block P by Q, so it slows down.
Note: The third point can be earned if energy loss is stated. 2 points

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 AP® PHYSICS 1
2018 SCORING GUIDELINES

Question 5 (continued)

Example:
The second block (Q) adds mass without changing the horizontal momentum of the
two-block system. In effect, block P (mass m) becomes block PQ (mass 3m). This
reduces the speed at equilibrium from vmax to vmax 3 according to conservation of
momentum. To see how this affects amplitude, we must analyze what happens to the
maximum kinetic energy (K) of the oscillating mass:
2
v
K PQ   3m   max   mvmax
1 2 1 1 2 1
K P  mvmax  KP
2 2  3  6 3
Because the maximum K is reduced, this means the maximum potential energy in
the spring is also reduced (to 1 3 of its former value). Because amplitude is related

 1

to maximum potential energy U max  kA2 , the amplitude of block PQ is less
2
than that of block P.

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 AP® PHYSICS 1
2018 SCORING GUIDELINES

Question 5 (continued)

Learning Objectives (LO)

LO 3.B.3.1: The student is able to predict which properties determine the motion of a simple harmonic oscillator
and what the dependence of the motion is on those properties. [See Science Practices 6.4, 7.2]

LO 3.B.3.4: The student is able to construct a qualitative and/or a quantitative explanation of oscillatory behavior
given evidence of a restoring force. [See Science Practices 2.2, 6.2]

LO 4.C.1.1: The student is able to calculate the total energy of a system and justify the mathematical routines
used in the calculation of component types of energy within the system whose sum is the total energy. [See
Science Practices 1.4, 2.1, 2.2]

LO 4.C.1.2: The student is able to predict changes in the total energy of a system due to changes in position and
speed of objects or frictional interactions within the system. [See Science Practice 6.4]

LO 5.B.3.1: The student is able to describe and make qualitative and/or quantitative predictions about everyday
examples of systems with internal potential energy. [See Science Practices 2.2, 6.4, 7.2]

LO 5.B.3.3: The student is able to apply mathematical reasoning to create a description of the internal potential
energy of a system from a description or diagram of the objects and interactions in that system. [See Science
Practices 1.4, 2.2]

LO 5.B.4.1: The student is able to describe and make predictions about the internal energy of systems. [See
Science Practices 6.4, 7.2]

LO 5.B.4.2: The student is able to calculate changes in kinetic energy and potential energy of a system, using
information from representations of that system. [See Science Practices 1.4, 2.1, 2.2]

LO 5.D.2.1: The student is able to qualitatively predict, in terms of linear momentum and kinetic energy, how the
outcome of a collision between two objects changes depending on whether the collision is elastic or inelastic.
[See Science Practices 6.4, 7.2]

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 P1 Q5 A p1

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 P1 Q5 A p2

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 P1 Q5 B p1

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 P1 Q5 B p2

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 P1 Q5 C p1

 

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 P1 Q5 C p2

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 AP® PHYSICS 1
2018 SCORING COMMENTARY

Question 5

Overview

This question assessed learning objectives 3.B.3.1, 3.B.3.4, 4.C.1.1, 4.C.1.2, 5.B.3.1, 5.B.3.3, 5.B.4.1, 5.B.4.2, and
5.D.2.1.

The responses to this question were expected to demonstrate the following:

 The ability to determine a numeric ratio of the periods of two oscillating systems of different mass.
 Recognition that mechanical energy is lost during an inelastic collision.
 Recognition that total mechanical energy in a system is conserved in the presence of conservative
forces.
 The ability to write a logical, relevant, and coherent paragraph-length response to explain what
happens to the amplitude of an oscillating system after a collision.

Sample: P1 Q5 A
Score: 7

Part (a) earned 1 point for the correct answer of 3 . Part (b) earned 6 points. The response earned 2 points for
applying conservation of momentum to the collision and finding that the post-collision speed is one third of the
initial speed of block P. The response earned 1 point for calculating a lower kinetic energy immediately after the
collision. The response earned 1 point for implicitly relating the kinetic energy of the combined block system at
the equilibrium position to the spring potential energy. The response earned 1 point for implicitly stating that all
of the kinetic energy of the combined block system at the equilibrium position is all converted to spring potential
energy when the spring is compressed its maximum distance. The response earned 1 point because the response
has 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.

Sample: P1 Q5 B
Score: 5

Part (a) earned 1 point for the correct answer of 3 . Part (b) earned 4 of 6 points. Two points were not earned
because the response does not apply conservation of momentum to the collision, and it does not find that the
post-collision speed has decreased. The response earned 1 point for explicitly stating that the kinetic energy after
the collision is less than the kinetic energy before the collision. The response earned 1 point for implicitly relating
the kinetic energy of the combined block system at the equilibrium position to the spring potential energy. The
response earned 1 point for implicitly stating that all of the kinetic energy of the combined block system at the
equilibrium position is all converted to spring potential energy when the spring is compressed its maximum
distance or amplitude. The response earned 1 point because the response has a logical, relevant, and internally
consistent argument that addresses the required argument or question asked, and it follows the guidelines
described in the published requirements for the paragraph-length response.

Sample: P1 Q5 C
Score: 1

Part (a) earned no points because the response indicates an incorrect answer of 1. Part (b) earned 1 of 6 points for
stating that the velocity of the two-block system is less than the velocity of the single-block system due to the
increase in mass. Although the paragraph goes on to draw a correct conclusion, the argument being made is not
relevant for the motion of a simple harmonic oscillator, so no additional points were earned.

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