2017

AP Physics 2:
Algebra-Based
Sample Student Responses
and Scoring Commentary

Inside:

• Free Response Question 1

• Scoring Guideline
• Student Samples
• Scoring Commentary

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 AP® PHYSICS
2017 SCORING GUIDELINES

General Notes About 2017 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 one 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 and 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 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 2
2017 SCORING GUIDELINES

Question 1
10 points total Distribution
of points
(a)
i. 1 point

For indicating that student Y is correct in stating that the water moves faster at point B, 1 point
and not indicating any other aspect

ii. 2 points

Student Y’s statement that PB is greater than PA is not correct.

For a correct indication of how height affects pressure using the Bernoulli equation 1 point
(i.e., conservation of energy principles)
For correct indication of how the speed affects pressure using the Bernoulli equation 1 point
(i.e., conservation of energy principles)
Example: The pressure at point B is not greater. Because the water at B is moving faster
and is higher than at point A, the kinetic energy and the gravitational potential
energy terms in Bernoulli’s equation are both greater. Because the sum of pressure
and these energy terms is a constant, the pressure must be less.

iii. 1 point

For indicating one of the following: 1 point

• Student Z is correct in stating that the potential energy of the water-Earth
system has increased.
• Student Z is correct in stating that conservation of energy applies.
• Stating that nothing is correct or giving no response, with a justification
in (iv).

iv. 1 point

For indicating that student Z is incorrect in stating that the speed is less at point B, not 1 point
indicating any other aspect, and using continuity or the Bernoulli equation (i.e.,
conservation of energy principles) to show that it is greater
OR
if third bullet for (iii) applies, indicating that work is done on the water due to the
pressure difference, so the energy is not constant

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 AP® PHYSICS 2
2017 SCORING GUIDELINES

Question 1 (continued)
Distribution
of points
(b)
i. 2 points

For a correct application of the continuity equation including substitutions 1 point

A A v A = AB v B
vB = AAv A AB = rA2 v A rB2 = ( 2.5 cm )2 (0.5 m s) (1.5 cm )2
For a correct answer with units 1 point
v B = 1.4 m s

ii. 1 point

For an application of Bernoulli’s equation to this situation and substitutions consistent 1 point
with (b)(i)
1 1
PA + rgy A + rv 2A = PB + rgyB + rvB2
2 2
1
(
PB = PA + rg ( y A - yB ) + r v 2A - vB2
2 )
1
 
PB  2  10  1000 10  5   1000  0.52  1.42  2  105  50000  855
5
2
PB = 1.5 ¥ 105 Pa

(c)
i. 1 point

For substituting correctly in an appropriate equation for determining the pressure 1 point
( )(
P = P0 + rgh A = 1 ¥ 105 Pa + 1000 kg m 3 10 m s 2 (6 m ) )
P = 1.6 ¥ 105 Pa

ii. 1 point

For indicating that the buoyant force is toward the top of the page and gravity is toward 1 point
the bottom of the page, with the buoyant force longer
Student can draw lots of pressure forces around the dot instead of one buoyant force, as
long as there is no buoyant force labeled and they add up to a net buoyant force that
is longer than the gravitational force.

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 P2 Q1 A1

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 P2 Q1 A2

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 P2 Q1 A3

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 P2 Q1 B1

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 P2 Q1 B2

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 P2 Q1 B3

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 P2 Q1 C1

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 P2 Q1 C2

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 P2 Q1 C3

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 AP® PHYSICS 2
2017 SCORING COMMENTARY

Question 1

Overview

This question assessed learning objectives 3.A.2.1, 3.B.1.4, 5.B.10.1, 5.B.10.3, 5.B.10.4, and 5.F.1.1.
The responses to this question were expected to demonstrate the following:
• Understanding of the equation of continuity for fluids.
• The ability to reason about how fluid pressure depends on both speed and height, according to
Bernoulli’s equation.
• The understanding that kinetic energy increases if work is done on a system, and can do so even
when the gravitational potential energy of the system also increases.
• The ability to calculate fluid pressure and fluid speed using correct principles and correct
substitution.
• The understanding that pressure for a static fluid depends on depth and external atmospheric
pressure.
• The understanding that the buoyant force is the net force exerted by the fluid and is directed
upwards.
• The understanding that the buoyant force equals the weight of the displaced fluid.

Sample: P2 Q1 A
Score: 10

The response to part (a)(i) is short and to the point. In part (a)(ii) the response begins by giving the correct
relationship between pressures, which student Y described incorrectly. The point for referring to the height
correctly is earned by a reference to there being less water above point B. Both speed and height
dependence are supported with Bernoulli’s equation. Part (a)(iii) correctly refers to conservation of energy. In
part (a)(iv) two incorrect aspects are correctly discussed. Part (b)(i) has a correct calculation and answer.
Although part (b)(ii) has an arithmetic error, credit only depended on the correct application of Bernoulli’s
equation and substitutions. Part (c) has a correct calculation and force diagram and includes an explanation
of the forces that was not required.

Sample: P2 Q1 B
Score: 6

Part (a) (i) earned full credit of 1 point. Although part (a)(ii) correctly refers to the pressure at point B being
less, reasoning with the force per area rather than Bernoulli’s equation is not correct. Part (a)(iii) gives the
common incorrect response indicating potential energy increases because of the loss of kinetic energy. In
part (a)(iv) the increase in speed is correctly supported by the continuity equation, so 1 point was earned.
Part (b) contains correct calculations and earned 3 points. The response in (c)(i) is not clear about the
relationship used and has an incorrect answer, so no credit was earned. The force diagram in (c)(ii) is correct
and earned 1 point.

Sample: P2 Q1 C
Score: 4

Part (a) (i) contains calculations that were not required but does write the correct conclusion about student
Y’s speed statement and earned 1 point. Part (a)(ii) makes an incorrect statement and refers to the wrong
principle for the situation, so no credit was earned. Part (a)(iii) does not refer to a correct aspect of student Z’s
statement. In (a)(iv) an incorrect aspect of student Z’s statement is noted, and the continuity equation is
given as support, earning 1 point. Part (b)(i) has an incorrect substitution and answer, and (b)(ii) applies the
wrong concept, with no credit earned. Part (c)(i) uses the correct relationship and has correct substitutions.
The force diagram is correct and earned 1 point.
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