UNIT

AP Physics 1 Workbook Dynamics Relationship Between Force and Acceleration

2
EK | 3.B.1 SP | 1.1, 5.1

Prepare
So far, students have seen linear and quadratic relationships. This may be
the first time that they will see a relationship that is inversely proportional.
If your students struggle with determining the functional relationship
between variables, consider with them the equation for average speed
d
vavg 
t

, which can be rewritten d  vavg   t . For a constant distance,
what happens to the speed and the time? If you increase the speed, the
time decreases. If you want to increase the time, you have to decrease the
speed. Give them some data to graph, see that it is not linear, and decide
what they could graph to make it linear (v avg vs. 1/t ). The slope of that
graph will be the constant distance traveled.

Time to Travel Some

Average Speed Unknown Distance
(m/s ) (seconds)
12 1

6 2

4 3

3 4

2.4 5

2 6

1.7 7

1.5 8

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Teach
The idea of inverse relationships is powerful and later leads to both Ohm’s
law (V = IR ) and v = λf.
Now that your students know what they should graph to make the graph
linear, have them create the graph. What is the magnitude of the force
exerted on each box?
Can they think of a way to recreate this data themselves, so that they have
a constant net force with varying accelerations based on mass? (One idea
is to use a fan cart that will provide a constant force, and the students can
add masses to the cart. If a motion detector is set up in front of the cart,
it can collect velocity vs. time data and the slope of that line will be the
acceleration of the cart.)

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
Data has been collected about the net external force on an object as well
as that object’s acceleration while the net external force is being exerted
on it. What data should be graphed to create a linear graph? What would
be the physical meaning of the slope of the graph?

What’s the point?

Functional relationships will be tested on the AP Physics 1 Exam. You need
to be able to look at a graph and use the data presented as evidence for a
claim of the relationship between the variables graphed.

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 UNIT
AP Physics 1 Workbook Dynamics Force and Acceleration
2
EK | 1.C.1 SP | 1.5, 5.1, 6.1

Prepare
This is a good demonstration for students to get a “feel” for how the
speed changes under the influence of a constant force, and then what
happens to the speed of the object once the force is removed. If you have
access to low-friction carts and motion detectors, you could set up this
experiment for students to try themselves. This worksheet can be their
prediction sheet and then they can test their predictions in the lab.
In this page, we introduce students to a new tool. The “Checklist” will be
provided as a scaffolding tool to help students check their own writing. By
the end of the course, students should be able to ask themselves these
questions without being prompted!

Teach
If you have low-friction skateboards, you can have students pull a box
on the skateboard (to simulate a student) with a spring scale to see for
themselves that if they want to pull with a constant force, their speed and
the speed of the skateboard will increase.
Ask the students here, “What is the relationship between your speed
and the speed of the skateboard?” (They should be equal.) “Why are they
equal?” This will help them understand that systems that are “attached”
must have the same speed at any clock reading. This may help with
misconceptions later about the common speed and acceleration of
systems (i.e., objects connected by strings).
Note that the sample graph provided in Part B suggests that the textbooks
must be VERY massive. This is just to help students visualize that there is a
relationship between net external force, mass, and acceleration. Students
will explore the mathematical relationships in later scenarios.

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Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
A box of mass m is pushed for 10 seconds with a force P across a
horizontal floor with negligible friction. After 10 seconds, the person stops
pushing. Sketch a velocity vs. time graph for the box. Sketch in a dotted
vertical line at t = 10 seconds. What is different about the motion of the
box before and after t = 10 seconds?

What’s the point?

In the absence of a net force, an object in motion will continue in the
same motion. All mass has a property called inertia that resists change to
its motion.

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 UNIT
AP Physics 1 Workbook Dynamics Force
2
EK | 2.B.1, 3.A.2, 3.A.3, 3.A.4, SP | 1.1, 1.5, 2.1, 2.2, 6.1
3.B.1, 3.B.2, 3.C.4, 4.A.2
Prepare
If you have not yet discussed how to break forces into components, you
should do so before assigning this worksheet. If you start from the very
beginning asking students to think about the direction of acceleration
first before breaking forces into components, they will be better prepared
for more difficult physical scenarios like boxes on inclines or conical
pendulums.
Students should decide on the direction of the acceleration (or possible
acceleration)—in this case horizontally—and then they can assign their
axes to be parallel and perpendicular to that direction. (In this case, the
axes should be horizontal and vertical.) Then they can analyze each force,
and any force that is not parallel or perpendicular to the acceleration
must be broken into components. (Part C, the force to be broken into
components is F Pull .)

Teach
There is a very specific way that students will be expected to sketch a
free-body diagram on the AP Physics 1 Exam. All vectors MUST start on,
and point away from, the dot, and each force must be represented by its
own uniquely labeled (or unambiguously labeled) vector. Unless stated
otherwise, students should take special care to make sure that the lengths
of the arrows represent the magnitudes of the forces and they DO NOT
sketch components on the diagram. If at any point during the problem,
they need a free-body diagram with components to help them analyze
the physical scenario, they should feel free to sketch a second diagram
somewhere else on the page that they may mark up as needed.

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Assess
To further assess student understanding of the
concepts addressed in this scenario, you may want to
ask students the questions below:
The diagram shows a block of mass m being slid at a constant speed
across a horizontal concrete floor by a force parallel to the floor. Which
pair of quantities could be used to determine the coefficient of kinetic
friction for the block on the concrete?
A. Mass and speed of the block
B. Mass and normal force on the block
C. Friction force and speed of the block
D. Friction force and normal force on the block
E. Normal force and speed of the block
Explain how your choice of quantities could be used to determine the
coefficient of kinetic friction.

What’s the point?

Drawing a free-body diagram is not just busy work. A carefully sketched
free-body diagram is a key to both understanding a physical scenario AND
demonstrating that understanding.

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 UNIT
AP Physics 1 Workbook Dynamics Newton’s Third Law and Eliminating Internal Forces
2
EK | 1.A.1, 1.A.5, 2.B.1, 3.A.2, 3.A.4, SP | 1.1, 1.2, 1.5, 2.1, 2.2, 6.1
3.B.1, 3.B.2, 3.C.4, 4.A.2
Prepare
Teaching students to consider the system they are analyzing and to
consciously document the system (by circling the objects) will help them
be prepared to analyze systems by using energy and momentum, which
also depends on the system being analyzed. If the first time they hear
about the idea of a system is in Unit 4, it will be much more difficult for
them to wrap their heads around the concept. A free-body diagram is used
when we can approximate a system as an object (when every point on the
system moves the same way) or when we are only interested in the motion
of the center of mass of the system.

Teach
Have students sketch the system they are analyzing and draw a dotted
box or circle around the object or objects that are part of the system. This
visualization will help them to remember what interactions they can ignore
as being internal to the system.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:

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When the frictionless system shown above is accelerated by an applied
force of magnitude F, if friction is negligible, the tension in the string
between the blocks is:
A. F.
B. 2 F.
3
C. 1 F.
2
D. 1 F.
3

What’s the point?

Newton’s second law states that the SUM of all the forces exerted on an
object equals the object’s mass times its acceleration. It is not that ANY
force can equal mass times acceleration or that EVERY force is equal to
mass times acceleration, but it is the net or sum of all forces.

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 UNIT
AP Physics 1 Workbook Dynamics Newton’s Second and Third Laws
2
EK | 1.A.1, 1.A.5, 2.B.1, 3.A.2, 3.A.3, SP | 1.1, 1.5, 2.1, 2.2, 6.1
3.A.4, 3.B.1, 3.B.2, 4.A.2
Prepare
This is the first complicated derivation in the workbook. If your students
struggle here, you can have them practice by assigning problems from the
text where they are asked to solve for the acceleration (or tension, etc.).
Replace numbers in the problems with variables and ask students to
derive a symbolic solution in terms of given variables and physical
constants as necessary. Have them annotate their derivations and work
on using a clear sequence of thoughts that match from the “math” side
to the “writing” side. (Note: We have tried to give the right number of
spaces for the derivation if they do every step one at a time, but by the
end of the book, this table will disappear—as it will not be given on the
AP Physics 1 Exam.)

Teach
Before the students even try answering the questions—Is the system
accelerating? How do you know? Sketch a dotted circle or box around the
system being analyzed. What are the internal and external forces? Could
the system have a net zero external force?
What is the relationship of the speed of Block 1 to the speed of Block 2?
How do you know? What would it look like if the two blocks had different
accelerations?

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Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:

Three blocks of mass m , 2m and 3m sit next to each other on a horizontal

surface where friction between the blocks and the surface can be
neglected. A constant force of magnitude F is applied to the right. Which
of the following statements is true?
A. Each block will have a different acceleration depending on its mass.
The acceleration of each can be calculated by the equation F = ma ,
so a = F/m .
B. The acceleration of each block will be the same a = F/m .
C. The net force exerted on each block is identical and equal to F.
D. The magnitude of the force on block 3m from 2m is greater than the
magnitude of the force back on 2m from 3m .
E. The net force exerted on 3m is three times greater than the net force
exerted on m .
Explain why the answer you chose is correct and the others are incorrect.

What’s the point?

While you are free to choose your own system to analyze a given physical
scenario, the choice of a system can greatly simplify (or greatly complicate)
the analysis.

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 UNIT
AP Physics 1 Workbook Dynamics Direction of Friction
2
EK | 1.A.1, 1.A.5, 2.B.1, 3.A.2, 3.A.3, SP | 1.1, 1.3, 1.4, 2.1, 2.2
3.A.4, 3.B.1, 3.B.2, 3.C.4, 4.A.2
Prepare
The likelihood that your students will encounter a problem like this, where they
are solving numerically for an answer on the free-response section of the
AP Physics 1 Exam, is extremely low. However, it is possible that they will be
asked to solve numerically for a solution on the multiple-choice exam. So, to
that end, we have included a few problems in this workbook where a numerical
solution is required from the students. Most of your efforts as a teacher should
focus on helping your students to explain and justify results, conclusions, and
ideas. While teaching your students to solve numerically for a solution may not
be the focus, it can still happen—the numeric solution can’t be the “end” of the
analysis. Solutions should be annotated and followed up with questions about
why something happens or what would happen if variables change.

Teach
Students will likely have difficulty understanding why the force from the
ground on the bulldozer is forward. Consider having a discussion with your
students about how they can walk. What is the force that allows them to
walk? If they tried to walk across ice which exerts negligible friction, what
would happen? Which way would their foot slide? Friction prevents this
motion and as you push backwards on Earth, Earth pushes forward on
you. The same is true with the tread of the bulldozer.
The discussions you have about the direction of friction on the rolling
treads of the bulldozer are a good preview of the ideas involved in rolling
that students will see in Unit 7.

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Assess
To further assess student understanding
of the concepts addressed in this
scenario, you may want to ask students
the questions below:
Three boxes of equal mass are being pulled across a smooth table top.
Box 2 is connected to Box 3 by a light cord that is pulled along with a
force F as shown. Block 1 is accelerated at the same rate as Block 2
because of the friction forces between the two blocks. Friction between
the blocks and the table top can be neglected.
Sketch a free-body diagram of Block 1.

What’s the point?

While the force of friction opposes the motion of two surfaces relative to
each other, you have to think hard about what motion is being analyzed. In
a single system, friction can be exerted in more than one direction.

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 UNIT
AP Physics 1 Workbook Dynamics Acceleration in Two Dimensions
2
EK | 2.B.1, 3.A.2, 3.B.1, 3.B.2, 3.C.4, 4.A.2 SP | 1.1, 1.5, 2.1, 2.2, 5.1, 6.1

Prepare
If your students have not yet stood in an elevator on a bathroom scale,
that demonstration might be helpful to perform before this activity.
Why does the scale read more than your “usual” weight when you first
accelerate upward from rest? Why does the scale read less than your
“usual” weight when you accelerate downward slowing to a stop at the
top floor? Discuss the differences in weight and apparent weight with your
students and which one the scale reads.

Teach
Part F can be tricky for some students. The question has given the
answer and students simply need to collect evidence to support the
given statement. However, some students will misunderstand the prompt
and think that they are supposed to collect evidence to determine the
correctness of the given statement. Both kinds of questions are asked
on the AP Physics 1 Exam, and students need to be aware of whether
they are asked to determine the correctness of a statement or support a
statement that has already been determined to be true.
For an extension, you could have students complete the entire FR
question from the AP Physics C 1996 #2, Part G. Derive an equation for
the path of the box that expresses y (the height of the box) as a function
of x (the horizontal position of the box) and not of t , assuming that at
time t = 0, the box has a horizontal position x = 0 and a vertical position
y = 2 meters above the ground with zero velocity.

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Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:

Multiple Correct
The cart of mass 10 kilograms shown above moves along a smooth
surface on a horizontal table. A 10-newton force pulls on the cart
horizontally to the right. Which of the following describes a manner in
which this cart could be moving? Select two answers.
A. Moving left and speeding up
B. Moving left and slowing down
C. Moving right and speeding up
D. Moving right and slowing down

What’s the point?

Although we don’t often deal with objects accelerating in two directions,
they certainly can. The forces are then modeled using Newton’s laws both
in the horizontal and vertical direction.

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 UNIT
AP Physics 1 Workbook Dynamics Forces on Inclined Planes
2
EK | 2.B.1, 3.A.2, 3.B.1, 3.B.2, 3.C.4, 4.A.2 SP | 1.1, 1.5, 2.1, 2.2, 5.1, 6.1

Prepare
Remember to have students determine the direction of acceleration
first when they encounter a problem where the forces are at angles. In
this case, the box is being held at rest by the friction force and will not
accelerate. However, if we made this a ramp with negligible friction, which
way would the box accelerate? Down the ramp! So, make the “down the
ramp” direction the “x ” direction and make perpendicular to the ramp the
“y ” direction. Which forces are then neither parallel nor perpendicular
to the ramp? The gravitational force—so students should find the
components of the gravitational force.

Teach
This scenario can easily be turned into an experiment that the students
can execute in class. Have them write up the procedure, either individually
or in groups. Once they have collected the data, have them analyze it
according to what they wrote in Part C. This is also a great experiment for
a discussion of errors. Students should know the equation for, and be able
to calculate, both percent error and percent difference.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
Derive an equation for the friction force necessary to hold the block
on the incline as a function of the angle of the ramp. Does the derived
quantity make physical sense? Check θ = 0 and θ = 90 degrees. What
would the value of the friction force be in each of these extremes? Does
that make sense?
(For extra linearization practice, have them linearize and determine the
coefficient of static friction from their graph.)

What’s the point?

Practicing the skill of linearization is important and can be done quickly
every time the students do a derivation. “What would we graph, if we had
data, to make this graph linear?”

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 Teacher’s Edition |54
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 UNIT
AP Physics 1 Workbook Dynamics Stopping Distance
2
EK | 2.B.1, 3.A.2, 3.B.1, 3.B.2, 3.C.4, SP | 1.1, 1.5, 2.1, 2.2, 5.1, 6.1
4.A.1, 4.A.2
Prepare
The translation between the written argument in Part B and the
Quantitative Analysis in Part C is a critical skill for success on the
AP Physics 1 exam. Again, as with other skills, if your students struggle
with this, you can assign classic textbook questions to them for practice
with slight modifications. First, remove the numbers given in favor of
symbols and ask them to predict the result when one of the variables
changes. Then have them derive a symbolic solution (with annotations)
and show how their derived expression supports their prediction made
from principles of physics. For example, consider a classic Atwood
machine (a pulley of negligible mass over which two objects are
suspended on a string of negligible mass) if the suspended objects have
masses m and M , where M>m , what happens to the acceleration of the
system as M is reduced? Have them predict, using principles of physics to
support their answer. They may reference equations but should not derive
anything. Then have them derive an expression for the magnitude of the
acceleration of the system and use that expression to justify their claim.

Teach
This can be a difficult concept for students to understand if they don’t
have personal experience riding in cars. While nothing can replace
experience, there are ways to simulate this experience in the classroom,
from having the students sit on skateboards and drag their feet to riding
wheeled toys or bicycles, if available.
Students should sketch two velocity vs. time graphs both with the same
initial velocity: one with a gentle stop and one with an emergency stop
(so that the graphs have small or large accelerations). Have students
compare the times to stop as well as the displacement before coming to
rest (the areas under the curves). What would the graphs look like if we
factor in reaction time?

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Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
What data should be collected if the students wanted to experimentally
determine the coefficient of kinetic friction between the tires and the
road? What would the students graph to determine the coefficient of
kinetic friction?

What’s the point?

Only forces belong on free-body diagrams. While it is often helpful to mark
the direction of the initial velocity on the sketch of the physical situation,
they should never appear on a free-body diagram.

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 Teacher’s Edition |57
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 UNIT
AP Physics 1 Workbook Dynamics Modified Atwood Machines
2
EK | 1.A.1, 2.B.1, 3.A.2, 3.A.3, 3.A.4, SP | 1.1, 1.5, 6.1, 7.1
3.B.1, 3.B.2, 3.C.4, 4.A.1, 4.A.2
Prepare
An ideal pulley means that the pulley’s mass is negligible and any friction
in the pulley may also be ignored. Later in the course (Unit 7: Torque and
Rotation), we will introduce the idea of pulleys that have mass and analyze
what that means for the system, but for now, all pulleys will be ideal. You
can challenge your students to think about what would happen to the
acceleration of the system if the pulley is real and not ideal.

Teach
Sketching a graph onto a blank grid can be difficult for students. Rather
than expecting them (or the students expecting themselves) to sketch the
correct shape on the first try, have them focus on plotting the points that
they KNOW to be true. For example, on this graph, v 0 is positive, and at t 1,
the velocity is zero, etc.
For Part B, whenever students are asked to compare two scenarios, they
must talk about the physical quantities of each situation and compare the
similarities and differences.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
Is the force of tension in the string the same in both cases? Is t 1 equal to t 2?

Quick Quiz
A massive chain (as opposed to a string of negligible mass) is hung over
1
the edge of a table, where the length of the chain is over the edge and
10
9
of the length rests on the table. If friction between the chains and the
10
table is negligible, will the chain stay at rest or start to slide off the edge
of the table? Support your answer. Will the acceleration of the chain be
constant or changing? If the acceleration will change, will it increase or
decrease? Support your answer by referencing the net force on the chain
vs. the mass of the system.

What’s the point?

Remembering that friction can change direction depending on the
direction of motion is important. Equally important is remembering that
the direction of forces does not depend on the direction of motion.

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 Teacher’s Edition |59
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 U NIT
AP Physics 1 Workbook Dynamics Acceleration of Systems
2
EK | 1.A.1, 2.B.1, 3.A.2, 3.A.3, 3.A.4, SP | 1.1, 1.5, 6.1
3.B.1, 3.B.2, 3.C.4, 4.A.1
Prepare
Students often find this concept difficult to grasp. You can demonstrate
this in class or have them replicate it themselves with low-friction carts
and motion sensors to experience it for themselves.

Teach
Depending on your students, they may find that Part B (i) or (ii) is easier
and more intuitive. It is important that students be pushed to find
explanations beyond their comfort zone and be able to support claims
with multiple lines of evidence.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
Ask students to sketch acceleration vs. time and velocity vs. time graphs
for each situation.

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 Teacher’s Edition |61
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 UNIT
AP Physics 1 Workbook Dynamics Hooke’s Law Springs
2
EK | 2.B.1, 3.C.4 SP | 4.1, 4.2. 5.1, 5.3, 6.1, 6.4, 7.1

Prepare
This can and should be done in class. If this page is sent home as pre-lab
homework, students can meet in small groups at the beginning of the
next class to agree on a procedure before doing the activity themselves
in class.
Since springs and rubber bands change shape when a force is exerted
on them, they cannot be modeled as objects. Remember, in AP Physics 1,
“object” is reserved for something which can be modeled as having no
internal structure. Since a rubber band or a spring can stretch, it has
internal structure that cannot be ignored.

Teach
This is the first workbook page where students are being asked to write
their own procedure from scratch. While we believe the scaffolding
provided to be helpful for students to see visually where they should be
putting their information, most students will need more help in scaffolding
experimental design. Consider introducing your students to the
“SQUARED” method of writing procedures:
S—Setup
Q—Quantities (variables) to be measured
U—Units
A—Apparatus (tools)
R—Repetition (multiple trials)
E—Error reduction (more data points, or more trials of each point)
D—Diagram (labeled)
If you test this experiment with your students be sure to note that
systematic errors can lead to graphs that do not pass directly through the
origin. This is acceptable, but students should be taught not to force their
line through (0, 0).

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Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
A Hookean spring obeys Hooke’s law ( F = −kx ). How could you design a
test for a new kind of plastic spring to see if it can be labeled “Hookean”?

What’s the point?

On lab design questions, there is almost always a point for reducing error
by doing multiple trials! Don’t forget that quick and easy point!

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 UNIT
AP Physics 1 Workbook Dynamics Limiting Cases
2
EK | 2.B.1, 3.A.2, 3.B.1, 3.B.2, 3.C.4, 4.A.2 SP | 1.1, 1.5, 2.1, 2.2, 6.1

Prepare
This problem asks students to think about limiting cases. If you have yet
to discuss this form of analysis with your class, they may find this piece
of the question difficult. Keep circling back to this kind of thinking and ask
students to practice limiting-case analysis often.

Teach
Have students verbalize how they decided which force to break into
components. Although it is straightforward here (break the pulling force
into components because the sled-sister system is accelerating to the
left), the more they practice verbalizing this, the easier it will be later.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:

A student pulls a wooden box across a rough horizontal floor at a constant

speed by means of a force F P as shown above. Which of the following
must be true?
A. FP > Ff and F N < Fg
B. FP > Ff and F N = Fg
C. FP = Ff and F N > Fg
D. FP = Ff and F N = Fg

What’s the point?

Being able to discuss limiting cases is an important skill necessary to
analyze mathematical representations on the AP Physics 1 Exam.

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 UNIT
AP Physics 1 Workbook Dynamics Experimental Procedure Design
2
EK | 3.C.4 SP | 4.1, 4.4, 5.1, 6.1

Prepare
This lab question has a built-in mistake (that the lab group doesn’t take
into account the mass of the blocks is also changing). Most students
will not notice until the end when it is specifically called out, but if your
students notice, be prepared to discuss that this question is designed
to test if lab results support the hypothesis (regardless of the methods)
AND their understanding of good lab procedure. Remind students that it is
not their job to argue with the question. For example, they should not use
Part A to discuss why this lab won’t give the desired results. Go with what
is given. Do not argue with the question.

Teach
Have students determine a way to control for mass and repeat the lab.
(Use the SQUARED method of procedure writing for scaffolding!) Do the
results provide evidence for the reasoning that race cars have wide tires
because the increased area results in a stronger force of friction? Now
may be a good point in the class to discuss that the friction force that
allows a driver to control a car is not simple kinetic or static friction as has
been discussed in the course; it is more complicated.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
Sketch a graph of friction force vs. area and friction force vs. mass. Explain in
a few short sentences why these graphs have the shapes they have.

What’s the point?

There are often variables that are linked (like area and mass), and a change
in one results in a change in the other. If students are not careful and
conscious about how variables might be linked, they can invalidate their
results by not controlling their variables.

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 UNIT
AP Physics 1 Workbook Dynamics Spring Force and Acceleration
2
EK | 2.B.1, 3.B.2, 3.C.4 SP | 4.1, 4.2, 5.1, 6.1

Prepare
If possible, have students perform experiments in an elevator. Whether
they bring springs and known masses, spring scales, force sensors, or
just simple analog bathroom scales, seeing and feeling the changes in the
normal force (or apparent weight) is powerful for student understanding.

Teach
Remind students that even if they are not specifically asked to sketch
a free-body diagram, drawing one can help them to solidify their ideas
about the magnitudes and the directions of the forces. If they do draw a
free-body diagram and want to reference it in their response, make sure
that they specifically call attention to the free-body diagram. Remember
that anything written or drawn outside the answer area will not be graded
unless the reader is specifically told to do so.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
See Problem #1 on AP Physics B Exam from 1993
for more elevator problems. It is not necessary for
students to even complete the whole question from
1993. Ask them to describe the motion for one or
two of the segments of the motion. For example,
ask, “What is happening to the position, velocity, and
acceleration of the elevator during the segment?”
An object of known mass hangs from a force sensor inside of an elevator.
As the elevator moves from the bottom floor to the top floor, the upward
force exerted on the object as a function of time is recorded in the
following graph. Which of the following questions could NOT be answered
by the data in the graph and the known mass?
A. What is the acceleration of the elevator as it leaves the ground floor?
B. What is the maximum speed attained by the elevator?
C. What is the approximate height of the building?
D. All of these questions could be answered by these data.

What’s the point?

In AP Physics 1, ideas never disappear. Just because you learned
something in the last chapter, doesn’t mean that it won’t pop up again!

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 Teacher’s Edition |69
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 Teacher’s Edition |70
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© 2021 College Board