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Multiple-Choice QuestionsTwo blocks, of mass m and 2m, are initially at rest on a horizontal frictionless surface.A force F is exerted individually on each block, as shown above. The graph shows how Fvaries with time t. Which block has the greatest average power provided to it betweenand?(A) The block of mass m(B) The block of mass 2mSample Questions8.(C) Both blocks have the same power provided to them.(D) It cannot be determined without knowing the ratio of the maximum force to themass m.79Enduring UnderstandingsLearning ObjectivesScience Practices3.A: All forces share certaincommon characteristics whenconsidered by observers ininertial reference frames.3.A.1.1: The student is able toexpress the motion of an objectusing narrative, mathematical,and graphical representations.3.E: A force exerted on an objectcan change the kinetic energy ofthe object.3.E.1.4: The student is able toapply mathematical routines todetermine the change in kineticenergy of an object given theforces on the object and thedisplacement of the object.1.4: The student can userepresentations and modelsto analyze situations orsolve problems qualitativelyand quantitatively.Course and Exam Description AP Physics 1: Algebra-Based1.5: The student can reexpresskey elements of natural phenomenaacross multiple representations inthe domain.Return toReturn to TableTableof Contentsof Contents 2017 The College Board79

Multiple-Choice QuestionsEnduring UnderstandingsLearning ObjectivesScience Practices5.B: The energy of asystem is conserved.5.B.5.3: The student is ableto predict and calculate fromgraphical data the energy transferto or work done on an object orsystem from information abouta force exerted on the object orsystem through a distance.2.2: The student can applymathematical routines toquantities that describe naturalphenomena.Sample Questions5.B.5.5: The student is ableto predict and calculate theenergy transfer to (i.e., thework done on) an object orsystem from information abouta force exerted on the object orsystem through a distance.6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.80AP Physics 1: Algebra-Based Course and Exam DescriptionReturn toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice Questions9. A moon is in an elliptical orbit about a planet as shown above. At point A the moonhas speedand is at distancefrom the planet. At point B the moon has speed.Which of the following explains a correct method for determining the distance of themoon from the planet at point B in terms of the given quantities?(A) Conservation of angular momentum, because the gravitational force exerted by themoon on the planet is the same as that exerted by the planet on the moon(B) Conservation of angular momentum, because the gravitational force exerted on themoon is always directed toward the planet(D) Conservation of energy, because the gravitational force exerted by the moon on the planetis the same as that exerted by the planet on the moonEnduring UnderstandingsLearning ObjectivesScience Practices5.B: The energy of asystem is conserved.5.B.5.4: The student is ableto make claims about theinteraction between a systemand its environment in whichthe environment exerts a forceon the system, thus doing workon the system and changing theenergy of the system (kineticenergy plus potential energy).6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.5.E: The angular momentumof a system is conserved.5.E.1.1: The student is able tomake qualitative predictionsabout the angular momentum ofa system for a situation in whichthere is no net external torque.81Course and Exam Description AP Physics 1: Algebra-BasedSample Questions(C) Conservation of energy, because the gravitational force exerted on the moon isalways directed toward the planet7.2: The student can connectconcepts in and acrossdomain(s) to generalize orextrapolate in and/or acrossenduring understandingsand/or big ideas.Return toReturn to TableTableof Contentsof Contents 2017 The College Board81

Multiple-Choice QuestionsQuestions 10 –12 refer to the following material.Block 1 of mass and block 2 of mass are sliding along the same line on a horizontalfrictionless surface when they collide at time . The graph above shows the velocities of theblocks as a function of time.Sample Questions10. Which block has the greater mass, and what information indicates this?(A) Block 1, because it had a greater speed before the collision.(B) Block 1, because the velocity after the collision is in the same direction as its velocitybefore the collision.(C) Block 2, because it had a smaller speed before the collision.(D) Block 2, because the final velocity is closer to the initial velocity of block 2 than it is tothe initial velocity of block 1.Enduring UnderstandingsLearning ObjectivesScience Practices4.A: The acceleration of thecenter of mass of a system isrelated to the net force exerted4.A.2.3: The student is able tocreate mathematical models andanalyze graphical relationshipsfor acceleration, velocity, andposition of the center of mass of asystem and use them to calculateproperties of the motion of thecenter of mass of a system.1.4: The student can userepresentations and modelsto analyze situations orsolve problems qualitativelyand quantitatively.on the system, where5.D: The linear momentumof a system is conserved.5.D.2.5: The student is able toclassify a given collision situationas elastic or inelastic, justifythe selection of conservationof linear momentum as theappropriate solution method foran inelastic collision, recognizethat there is a common finalvelocity for the colliding objectsin the totally inelastic case,solve for missing variables,and calculate their values.82AP Physics 1: Algebra-Based Course and Exam Description2.2: The student can applymathematical routines toquantities that describenatural phenomena.Return toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice Questions11. How does the kinetic energy of the two-block system after the collision compare with itskinetic energy before the collision, and why?(A) It is less, because the blocks have the same velocity after the collision, so some of theirkinetic energy was transformed into internal energy.(B) It is less, because the blocks have velocities in opposite directions before the collision,so some of their kinetic energy cancels.(C) It is the same, because the collision was instantaneous, so the effect of external forcesduring the collision is negligible.(D) It is the same, because the blocks have the same velocity after the collision, and thereis no friction acting on them.Learning ObjectiveScience Practices5.D: The linear momentumof a system is conserved.5.D.2.3: The student is ableto apply the conservation oflinear momentum to a closedsystem of objects involved inan inelastic collision to predictthe change in kinetic energy.6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.Course and Exam Description AP Physics 1: Algebra-Based7.2: The student can connectconcepts in and across domain(s)to generalize or extrapolatein and/or across enduringunderstandings and/or big ideas.Return toReturn to TableTableof Contentsof Contents 2017 The College BoardSample Questions83Enduring Understanding83

Multiple-Choice Questions12. Which of the following is true of the motion of the center of mass of the two-blocksystem during the time shown?(A) The center of mass does not move because the blocks are moving in oppositedirections before the collision.(B) The center of mass moves at a constant velocity offriction acting on the system.because there is no(C) The center-of-mass velocity starts out greater thanbut decreases toduring the collision because the collision is inelastic.(D) The center-of-mass velocity increases as the blocks get closer together, and thenbecomes constant after the collision.Enduring UnderstandingLearning ObjectiveScience Practices4.A: The acceleration of thecenter of mass of a system isrelated to the net force exerted4.A.2.3: The student is able tocreate mathematical models andanalyze graphical relationshipsfor acceleration, velocity, andposition of the center of mass of asystem and use them to calculateproperties of the motion of thecenter of mass of a system.1.4: The student can userepresentations and modelsto analyze situations orsolve problems qualitativelyand quantitatively.Sample Questionson the system, where84.AP Physics 1: Algebra-Based Course and Exam Description2.2: The student can applymathematical routines to quantitiesthat describe natural phenomena.Return toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice QuestionsQuestions 13 –15 refer to the following information.13. Which of the following correctly ranks the magnitude of the average acceleration of thecart during the four sections of the graph?Sample QuestionsA cart is constrained to move along a straight line. A varying net force along thedirection of motion is exerted on the cart. The cart’s velocity v as a function of time t isshown in the graph above. The five labeled points divide the graph into four sections.(A)(B)(C)(D)85Enduring UnderstandingLearning ObjectivesScience Practices3.A: All forces share certaincommon characteristics whenconsidered by observers ininertial reference frames.3.A.1.1: The student is able toexpress the motion of an objectusing narrative, mathematical,and graphical representations.1.5: The student can reexpresskey elements of naturalphenomena across multiplerepresentations in the domain.3.A.1.3: The student is ableto analyze experimental datadescribing the motion of anobject and is able to expressthe results of the analysis usingnarrative, mathematical, andgraphical representations.2.2: The student can applymathematical routines toquantities that describenatural phenomena.Course and Exam Description AP Physics 1: Algebra-BasedReturn toReturn to TableTableof Contentsof Contents 2017 The College Board85

Multiple-Choice Questions14. For which segment does the cart move the greatest distance?(A) AB(B) BC(C) CD(D) DEEnduring UnderstandingLearning ObjectiveScience Practices3.A: All forces share certaincommon characteristics whenconsidered by observers ininertial reference frames.3.A.1.1: The student is able toexpress the motion of an objectusing narrative, mathematical,and graphical representations.1.5: The student can reexpresskey elements of natural phenomenaacross multiple representations inthe domain.Sample Questions2.2: The student can applymathematical routines toquantities that describenatural phenomena.86AP Physics 1: Algebra-Based Course and Exam DescriptionReturn toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice Questions15. During some part of the motion, the work done on the cart is negative. What feature ofthe motion indicates this?(A) The speed is increasing.(B) The speed is decreasing.(C) The acceleration is positive.(D) The acceleration is negative.Enduring UnderstandingsLearning ObjectivesScience Practices3.E: A force exerted on anobject can change the kineticenergy of the object.3.E.1.3: The student is able touse force and velocity vectorsto determine qualitatively orquantitatively the net force exertedon an object and qualitativelywhether kinetic energy of thatobject would increase, decrease,or remain unchanged.1.4: The student can userepresentations and modelsto analyze situations orsolve problems qualitativelyand quantitatively.5.B: The energy of asystem is conserved.87Course and Exam Description AP Physics 1: Algebra-Based6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.7.2: The student can connectconcepts in and across domain(s)to generalize or extrapolatein and/or across enduringunderstandings and/or big ideas.Return toReturn to TableTableof Contentsof Contents 2017 The College BoardSample Questions5.B.5.4: The student is ableto make claims about theinteraction between a systemand its environment in whichthe environment exerts a forceon the system, thus doing workon the system and changing theenergy of the system (kineticenergy plus potential energy).2.2: The student can applymathematical routines toquantities that describenatural phenomena.87

Multiple-Choice QuestionsSample Questions16. The figure above shows a block on a horizontal surface attached to two springs whoseother ends are fixed to walls. A light string attached to one side of the block initially liesstraight across the surface, as shown. The other end of the string is free to move. Thereis significant friction between the block and the surface but negligible friction betweenthe string and the surface. The block is displaced a distance d and released from rest.Which of the following best represents the shape of the string a short time later?88AP Physics 1: Algebra-Based Course and Exam DescriptionReturn toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice QuestionsEnduring UnderstandingsLearning ObjectivesScience Practices3.B: Classically, the accelerationof an object interacting withother objects can be predicted3.B.3.1: The student is ableto predict which propertiesdetermine the motion of asimple harmonic oscillator andwhat the dependence of themotion is on those properties.1.4: The student can userepresentations and modelsto analyze situations orsolve problems qualitativelyand quantitatively.by using.4.C: Interactions with otherobjects or systems can changethe total energy of a system.6.A: A wave is a travelingdisturbance that transfersenergy and momentum.4.C.2.1: The student is ableto make predictions about thechanges in the mechanicalenergy of a system when acomponent of an external forceacts parallel or antiparallel tothe direction of the displacementof the center of mass.6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.7.2: The student can connectconcepts in and across domain(s)to generalize or extrapolatein and/or across enduringunderstandings and/or big ideas.6.A.3.1: The student is able touse graphical representationof a periodic mechanicalwave to determine theamplitude of the wave.Sample Questions89Course and Exam Description AP Physics 1: Algebra-BasedReturn toReturn to TableTableof Contentsof Contents 2017 The College Board89

Multiple-Choice Questions17. Two massive, positively charged particles are initially held a fixed distance apart. Whenthey are moved farther apart, the magnitude of their mutual gravitational force changesby a factor of n. Which of the following indicates the factor by which the magnitude oftheir mutual electrostatic force changes?(A)(B)(C) nSample Questions(D)90Enduring UnderstandingLearning ObjectivesScience Practices3.C: At the macroscopic level,forces can be categorized aseither long-range (action-at-adistance) forces or contact forces.3.C.2.1: The student is able touse Coulomb’s law qualitativelyand quantitatively to makepredictions about the interactionbetween two electric pointcharges (interactions betweencollections of electric pointcharges are not covered inPhysics 1 and instead arerestricted to Physics 2).6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.7.2: The student can connectconcepts in and across domain(s)to generalize or extrapolatein and/or across enduringunderstandings and/or big ideas.3.C.2.2: The student is ableto connect the concepts ofgravitational force and electricforce to compare similarities anddifferences between the forces.AP Physics 1: Algebra-Based Course and Exam DescriptionReturn toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice Questions18. The circuit shown above contains two resistors of resistance R and 2R. The graph showsthe total energy E dissipated by the smaller resistance as a function of time. Whichof the following shows the corresponding graph for the larger resistance?Sample Questions91Course and Exam Description AP Physics 1: Algebra-BasedReturn toReturn to TableTableof Contentsof Contents 2017 The College Board91

Multiple-Choice QuestionsEnduring UnderstandingLearning ObjectivesScience Practices5.B: The energy of asystem is conserved.5.B.9.1: The student is able toconstruct or interpret a graphof the energy changes withinan electrical circuit with only asingle battery and resistors inseries and/or in, at most, oneparallel branch as an applicationof the conservation of energy(Kirchhoff’s loop rule).1.1: The student can createrepresentations and models ofnatural or man-made phenomenaand systems in the domain.6.4: The student can makeclaims and predictions aboutnatural phenomena based onscientific theories and models.7.2: The student can connectconcepts in and across domain(s)to generalize or extrapolatein and/or across enduringunderstandings and/or big ideas.Sample Questions5.B.9.3: The student is able toapply conservation of energy(Kirchhoff’s loop rule) incalculations involving the totalelectric potential differencefor complete circuit loopswith only a single battery andresistors in series and/or in,at most, one parallel branch.1.4: The student can userepresentations and modelsto analyze situations orsolve problems qualitativelyand quantitatively.92AP Physics 1: Algebra-Based Course and Exam DescriptionReturn toReturn to TableTableof Contentsof Contents 2017 The College Board

Multiple-Choice Questions19. A student connects one end of a string with negligible mass to an oscillator. The otherend of the string is passed over a pulley and attached to a suspended weight, as shownabove. The student finds that a standing wave with one antinode is formed on the stringwhen the frequency of the oscillator is f0 . The student then moves the oscillator toshorten the horizontal segment of string to half its original length. At what frequencywill a standing wave with one antinode now be formed on the string?(A)(B) f0Sample Questions(C)(D) There is no frequency at which a standing wave will be formed.93Enduring UnderstandingLearning ObjectiveScience Practice6.D: Interference andsuperposition lead tostanding waves and beats.6.D.4.2: The student is ableto calculate wavelengths andfrequencies (if given wave speed)of standing waves based onboundary conditions and lengthof region within which thewave is confined, and calculatenumerical values of wavelengthsand frequencies. Examplesinclude musical instruments.2.2: The student can applymathematical routines toquantities that describenatural phenomena.Course and Exam Description AP Physics 1: Algebra-BasedReturn toReturn to TableTableof Contentsof Contents 2017 The College Board93

Multiple-Choice Questions20. The figure above shows a portion of a periodic wave on a str

Multiple-Choice Questions Sample Questions AP Physics 1: Algebra-Based72 Course and Exam Description Sample Questions for the AP Physics 1 Exam Multiple-Choice Questions NOTE: To simplify calculations, you may use g 10 m/s2 in all problems. Directions: Each of the questions or incomplete statements below is followed by four suggested answers or completions.