AP PHYSICS 1 Scoring Guide

2022-2023- Unit 2 - Dynamics - FRQ E

1.

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

Part A

Part( i, ii, and iii )

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

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

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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 )

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

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2022-2023- Unit 2 - Dynamics - FRQ E

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

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:

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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 )

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:

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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

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

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2022-2023- Unit 2 - Dynamics - FRQ E

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

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

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2022-2023- Unit 2 - Dynamics - FRQ E

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

Part D

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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
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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2.

Two identical spheres are released from a device at time t = 0 from the same height H, as shown above. Sphere A
has no initial velocity and falls straight down. Sphere B is given an initial horizontal velocity of magnitude v0 and
travels a horizontal distance D before it reaches the ground. The spheres reach the ground at the same time tf ,
even though sphere B has more distance to cover before landing. Air resistance is negligible.

(a) The dots below represent spheres A and B. Draw a free-body diagram showing and labeling the forces (not
components) exerted on each sphere at time .

(b) On the axes below, sketch and label a graph of the horizontal component of the velocity of sphere A and of
sphere B as a function of time.

(c) In a clear, coherent, paragraph-length response, explain why the spheres reach the ground at the same time
even though they travel different distances. Include references to your answers to parts (a) and (b).

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Part A

1 point is earned: For sketching only one force pointing straight down from each sphere and indicating that this force
represents the force of gravity

0 1

The student response earns all of the following points:

1 point is earned: For sketching only one force pointing straight down from each sphere and indicating that this force
represents the force of gravity

Part B

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1 point is earned: For sketching a horizontal line at zero velocity for sphere A, and sketching a horizontal line at some
non-zero velocity for sphere B

0 1

The student response earns all of the following points:

1 point is earned: For sketching a horizontal line at zero velocity for sphere A, and sketching a horizontal line at some
non-zero velocity for sphere B

Part C

1 point is earned: For indicating that the difference in horizontal motion does not affect the vertical motion of the spheres

1 point is earned: For indicating that both spheres start with the same vertical velocity

1 point is earned: For indicating that both spheres have the same vertical acceleration

1 point is earned: For indicating that falling the same height would take the same time

1 point is earned: For no incorrect or irrelevant statements

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0 1 2 3 4 5

The student response earns all of the following points:

1 point is earned: For indicating that the difference in horizontal motion does not affect the vertical motion of the spheres

1 point is earned: For indicating that both spheres start with the same vertical velocity

1 point is earned: For indicating that both spheres have the same vertical acceleration

1 point is earned: For indicating that falling the same height would take the same time

1 point is earned: For no incorrect or irrelevant statements

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