AP PHYSICS 1 Scoring Guide

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1. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

A dart with mass is launched toward a block of mass that is suspended from a string of length L, as shown
at left above. The dart is moving horizontally with speed v immediately before it strikes the block and remains
embedded. The dart-block system then swings up to a point at which its center of mass reaches a maximum height
H above its starting position, as shown at right above. The block’s mass is greater than the dart’s mass .

(a) Indicate which object, the dart or the block, if either, experiences an impulse of larger magnitude during the
collision. If the impulse is the same magnitude for both objects, state this explicitly. Briefly explain your
reasoning.

(b) If the speed of the dart as it embeds itself into the block is greater than v, how would the maximum height
reached by the center of mass of the dart-block system compare to H ? Explain your response without deriving or
manipulating equations.

Two students are discussing the motion of the dart-block system at the instant it reaches height H. The students
make the following statements:

Student 1: The speed of the system at height H is zero. Since it is moving in circular motion and centripetal
acceleration is given by , the acceleration must also be zero.

Student 2: The acceleration of the system at height H can’t be zero, or the system would not swing back down.
The acceleration must be equal to g at height H.

(c) Which underlined phrase or phrases, if either, are correct about student 1's statement? If neither phrase is
correct, write "none."

(d) Which underlined phrase or phrases, if either, are incorrect about student 1's statement? If neither phrase is
incorrect, write "none."

(e) Which underlined phrase or phrases, if either, are correct about student 2's statement? If neither phrase is
correct, write "none."

(f) Which underlined phrase or phrases, if either, are incorrect about student 2's statement? If neither phrase is
incorrect, write "none."

(g) The students correctly derive an equation for the maximum height: . Explain how this

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equation supports your claim in part (b).

The students perform several experimental trials. In each trial, a different speed v is used, and the resulting
maximum height reached by the center of mass of the dart-block system is measured.

(h) Which quantities could the students graph to produce a straight line whose slope can be used to find the
acceleration due to gravity, g ?

After the collision, the dart-block system is then allowed to swing freely, and the students produce the graph
shown below at left, labeled Group 1, of the vertical position of the center of mass of the dart-block system as a
function of time. A second group of students makes a single change to the setup and then repeats the experiment.
Their graph, labeled Group 2, of the vertical position of the center of mass of the dart-block system as a function
of time is shown below at right.

(i) Indicate the single difference in either the dart mass, initial dart speed, block mass, or string length between
group 1's setup and group 2's setup that could lead to the difference between the two graphs. Justify your answer.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct explanation, in terms of force & time (using Newton’s third law)
OR
a correct explanation in terms of change in momentum (using conservation of momentum).

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Example Response:

Both the dart and the block experience the same impulse because they exert equal and opposite forces on each other
because of Newton’s third law, and the forces are exerted for equal times.

OR

By conservation of momentum, the decrease in the momentum of the dart must be equal and opposite to the increase in the
momentum of the block, and therefore the impulse is the same in magnitude for both objects.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a statement that the final height is greater.

1 point is earned for a statement of conservation of momentum to indicate that the final speed of the dart-
block system is greater AND an indication of conservation of energy leading to a greater height.

Example Response:

Because the momentum of the dart before the collision must be equal to the momentum of the dart-block system after the
collision, a higher dart speed (a higher dart momentum) will lead to a higher dart-block speed after the collision (a
higher dart-block momentum). Because the dart-block is traveling faster after the collision, it has more kinetic energy
which means that the dart-block will swing higher.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Responses:

Student 1 is correct in saying that the speed at height H is zero

OR

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The first statement.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Responses:

Student 1 is incorrect in saying that the acceleration is zero at the height H

OR

The second statement.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Responses:

Student 2 is correct in saying the acceleration of the system at height H can’t be zero or the system would not swing back
down

OR

The first statement.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Responses:

Student 2 is incorrect in saying that the acceleration is g at height H

OR

The second statement.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a statement including functional dependence of the variables.

1 point is earned for correctly asserting that as the speed increases in the equation H also increases .

Example Response:

This equation matches my reasoning in part (b) – if the speed of the dart increases, the height of the swing increases
because v is in the numerator.

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for plotting a variant of v on one axis.

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1 point is earned for plotting a variant of H on the other axis.

1 point is earned for a correct power relationship between the two variables, i.e., H vs. v squared.

Example Response:

Students could graph H as a function of v squared.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for recognizing that the period in the second graph is shorter.
1 point is earned for a statement about the dependence of the period on the length of the pendulum.
1 point is earned for indicating that the length of the pendulum must be shorter for a shorter period.

Example Response:

Since the period is shorter for group 2, and the period is related to the length, if the period became shorter with no other
changes, the length of the string must have been shortened.

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2. Directions: This question is a long free-response question. Show your work for each part of the question.

2. (12 points, suggested time 25 minutes)

A heavy lab cart moves with kinetic energy on a track and collides with a lighter lab cart that is initially
at rest. The carts bounce off each other but the collision is not perfectly elastic, causing the two-cart system to
lose kinetic energy . A student wonders if the fraction of kinetic energy lost from the two-cart system during
the collision depends on the speed of the first cart before the collision and plans to perform an
experiment.

(a) The student hypothesizes that a greater fraction of kinetic energy is lost from the system during the collision
when the speed of the first cart is greater.

Briefly state one reason the hypothesis might be correct.

(b) Design an experimental procedure that could be used to test the student’s hypothesis. Assume equipment
usually found in a school physics laboratory is available.

In the table below, list the quantities that would be measured and the equipment that would be used to measure
each quantity. Also, define a symbol to represent each quantity. You do not need to use every row and may add
additional rows as needed.

Quantity to be Measured Symbol Equipment for Measurement

Describe the overall procedure to be used, referring to the table above. Provide enough detail so that another
student could replicate the experiment. As needed, use the symbols defined in the table and/or include a simple
diagram of the setup. Be sure to address how experimental uncertainty could be reduced.

(c) Describe how the experimental data could be analyzed to confirm or disconfirm the hypothesis that a greater
fraction of kinetic energy is lost from the system during the collision when the speed of the first cart is greater.
Include a description or example of any equations, data tables, graphs, or other representations that could be used.

(d) Consider a different scenario in which the carts stick together after the collision. The masses of the heavier and
lighter cart are and , respectively. Derive an expression for the fraction of kinetic energy lost
during the collision. Express your answer in terms of and .

Part A

1 point is earned: For a valid statement relating the speed of cart and dissipation of mechanical energy

Note for pre-reading: Response does not have to address the fractional loss of kinetic energy (points are earned for this
distinction in later parts).

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Examples of valid statements:

More damage when going faster

Slower collision means compression and decompression during collision happen without permanent deformation

Examples of invalid statements:

Higher fraction of K is lost at higher speeds

Because more kinetic energy is lost

0 1

Student response earns 1 of the following 1 point(s)

1 point is earned: For a valid statement relating the speed of cart and dissipation of mechanical energy

Note for pre-reading: Response does not have to address the fractional loss of kinetic energy (points are earned for this
distinction in later parts).

Examples of valid statements:

More damage when going faster

Slower collision means compression and decompression during collision happen without permanent deformation

Examples of invalid statements:

Higher fraction of K is lost at higher speeds

Because more kinetic energy is lost

Part B

1 point is earned: For measuring the speed of both carts before and after collision

Note: It is not necessary to measure the initial speed of the cart that is at rest.

1 point is earned: For measuring the mass of the carts (or calculating mass ratio using conservation of momentum, which
may be stated later)

1 point is earned: For equipment and measurements consistent with procedure as described or drawn in diagram (e.g.,
motion detectors in the right places to measure speed of both carts)

1 point is earned: For varying the speed (making speed the independent variable) of the first cart in a feasible experiment
that could be done in a school lab.

Note: “Varying the speed” means at least 2 trials (to test hypothesis), and “feasible” means that equipment is used
appropriately for each measurement.

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1 point is earned: For attempting to reduce uncertainty, e.g., multiple trials for a given initial speed of cart 1, or trials
involving at least three different initial speeds

Example:

Measure the mass of each cart with the triple beam balance. Set the carts and motion sensors on the track. With the motion
sensors recording, push the heavy cart toward the light cart so that they collide. Record the motion sensors readings for
the speeds of the heavy cart immediately before the collision, and the speeds of both carts immediately after the collision.
Repeat 8 times, varying the force with which the heavy cart is pushed so that a wide range of initial velocities for the
heavy cart are used.

0 1 2 3 4 5

Student response earns 5 of the following 5 point(s)

1 point is earned: For measuring the speed of both carts before and after collision

Note: It is not necessary to measure the initial speed of the cart that is at rest.

1 point is earned: For measuring the mass of the carts (or calculating mass ratio using conservation of momentum, which
may be stated later)

1 point is earned: For equipment and measurements consistent with procedure as described or drawn in diagram (e.g.,
motion detectors in the right places to measure speed of both carts)

1 point is earned: For varying the speed (making speed the independent variable) of the first cart in a feasible experiment
that could be done in a school lab.

Note: “Varying the speed” means at least 2 trials (to test hypothesis), and “feasible” means that equipment is used
appropriately for each measurement.

1 point is earned: For attempting to reduce uncertainty, e.g., multiple trials for a given initial speed of cart 1, or trials
involving at least three different initial speeds

Example:

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Measure the mass of each cart with the triple beam balance. Set the carts and motion sensors on the track. With the motion
sensors recording, push the heavy cart toward the light cart so that they collide. Record the motion sensors readings for
the speeds of the heavy cart immediately before the collision, and the speeds of both carts immediately after the collision.
Repeat 8 times, varying the force with which the heavy cart is pushed so that a wide range of initial velocities for the
heavy cart are used.

Part C

1 point is earned: For a correct indication of how initial and final total kinetic energy would be calculated from the raw
data

1 point is earned: For using the difference between initial and final total kinetic energy to determine the kinetic energy
lost

1 point is earned: For a description of how the calculated fractional energy losses would be used to confirm or
disconfirm the hypothesis

Example:

For each trial, calculate the initial kinetic energy of the heavy cart using .

Also calculate the final kinetic energy .

Make a graph of as a function of .

If a positive trend is seen in the data, the hypothesis is confirmed.

0 1 2 3

Student response earns 3 of the following 3 point(s)

1 point is earned: For a correct indication of how initial and final total kinetic energy would be calculated from the raw
data

1 point is earned: For using the difference between initial and final total kinetic energy to determine the kinetic energy

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lost

1 point is earned: For a description of how the calculated fractional energy losses would be used to confirm or
disconfirm the hypothesis

Example:

For each trial, calculate the initial kinetic energy of the heavy cart using .

Also calculate the final kinetic energy .

Make a graph of as a function of .

If a positive trend is seen in the data, the hypothesis is confirmed.

Part D

1 point is earned: For using momentum conservation to find in terms of , or the ratio of post-collision to pre-
collision speed

1 point is earned: For a correct expression for final kinetic energy (or consistent with found from conservation of
momentum)

OR a correct expression for the fractional energy loss in terms of , , the initial speed of the heavy cart, and the final
speed of the two-cart system

1 point is earned: A correct expression for fraction of kinetic energy lost: or

Note: The above point is not earned if the answer includes any variables other than and

0 1 2 3

Student response earns 3 of the following 3 point(s)

1 point is earned: For using momentum conservation to find in terms of , or the ratio of post-collision to pre-
collision speed

1 point is earned: For a correct expression for final kinetic energy (or consistent with found from conservation of
momentum)

OR a correct expression for the fractional energy loss in terms of , , the initial speed of the heavy cart, and the final
speed of the two-cart system

1 point is earned: A correct expression for fraction of kinetic energy lost: or

Note: The above point is not earned if the answer includes any variables other than and

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3. This question is a short free-response question. Show your work for each part of the question.

(7 points, suggested time 13 minutes)

Block 1 is at rest on a horizontal surface and is connected to a wall by an ideal spring. Friction between block 1
and the surface is negligible. Block 1 is held at rest at point A, to the left of point B which is the equilibrium
position of the spring-block system, as shown in the figure. Block 1 is then released and allowed to oscillate.
Some time later, block 1 is momentarily at rest at point C. Consider the positive horizontal direction to be toward
the right.

(a) The dot below represents block 1 just after it is released. On the dot, draw an arrow indicating the direction of
the net force exerted on the block just after it is released. The arrow should start on, and point away from, the dot.

After the block has been oscillating on the table, a motion detector is turned on and the velocity of block 1 as a

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function of time is measured and plotted in a graph. The students correctly draw a best-fit curve that represents the
collected data, as shown above.

(b) A student looking at the graph of velocity as a function of time makes the following claim.
“The motion sensor was turned on when the block was at point A and was moving to the left.”

Does the data in this graph support the student’s claim about the location AND the direction of the block’s motion
when the motion sensor was turned on? For any incorrect claims, if any, state the correct position and/or direction
of motion. Justify your answer.

(c) Block 1 is stopped, and again block 1 is held at rest at point A. A second identical block, block 2, is placed at
point B. Block 1 is released from rest, and then collides with and sticks to Block 2. After the collision, the two
blocks oscillate together on the spring. On the graph below, sketch a curve to indicate the new velocity as a
function of time of the two blocks after the collision. For reference, the dashed curve represents the students’ best-
fit curve of the velocity as a function of time described in part (b).

Note: Do any scratch (practice) work on the graph below. Sketches made below will NOT be graded.

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Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: The amount of current that flows through each resistor must be indicated to earn the second point of part (a).

0 1

The response accurately includes one of the following criteria:

For a net force arrow that is labeled and points horizontally to the right.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

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The response accurately includes three of the following criteria.

For a correct claim that the motion sensor was started when the block was at point B.
For a correct justification of why the block is not at point B OR For a correct justification of why the
block is at point C
For a correct justification of why the block is moving to the left.

Example Response:

At time the block has a maximum velocity, which means that it is traveling through the equilibrium position,
which is position B. Since the velocity is negative, and to the right was defined as positive, the block must be moving to
the left through position B.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Scoring note: The starting point of this graph is not required to be correct to earn these points. Any phase shift is
acceptable for this graph.

0 1 2 3

The response accurately includes all of the following criteria:

For a sine or cosine graph

For a graph with a smaller maximum velocity
For a sinusoidal graph with a longer period

Example Response:

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4. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

A spring-loaded launcher can be securely attached to a tabletop. When the spring is at its uncompressed length,
the plunger is in the position shown above in Figure 1. A small wood block can be pressed against the end of the
plunger, compressing the spring a distance , as shown in Figure 2. When the block is released, the plunger
pushes the block along the tabletop. Two pins are attached to the edge of the table to prevent the plunger from
extending beyond the table. When the plunger hits the pins, the block then leaves the table. There is nonnegligible
friction between the block and the tabletop.

The launcher can be moved closer to or farther from the edge of the tabletop. Students set up tables 1 and 2, as
shown above, with tabletops that are made of the same material. On table 1, the launcher is positioned so that the
distance between the launcher and the edge of the tabletop is slightly less than . On table 2, the launcher
is positioned so that the distance between the launcher and the edge of the tabletop is significantly less
than . On both tables, the block is released from rest and loses contact with the plunger at the moment the
plunger reaches the pins. Tables 1 and 2 are the same height.

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is the spring constant of the spring.

is the mass of the block.
is the distance the spring is compressed.
(mu) is the coefficient of kinetic friction between the block and the tabletop.
is the distance between the launcher and the edge of the tabletop.

Assume the spring is ideal, the plunger has negligible mass, the block loses contact with the plunger immediately
after it reaches the end of the table, and there is non-negligible friction between the tabletops and the blocks.

(a) Without manipulating equations, explain why the block launched from table 1 could land farther from the table
than the block launched from table 2 does.

(b) Does the block launched from table 1 spend more, less, or the same amount of time in the air than the block
launched from table 2 does? Explain your reasoning.

(c) Consider the Earth-block system. Determine the change, if any, in the total mechanical energy of the system
from the instant the block leaves the table to the instant immediately before it reaches the ground.

The students correctly derive an equation for the horizontal distance from the edge of the tabletop that the block
lands, in terms of (the distance between the launcher and the edge of the tabletop):

where is the time interval between the instant the block leaves the table and the instant immediately before it
reaches the ground.

(d) Does this equation for support your argument from part (a) that the block launched from table 1 could land
farther from the table than the block launched from table 2? Briefly explain why or why not.

(e) The students now use the same setups to launch blocks that are identical to each other but more massive than
the original blocks. The blocks are made of the same material as the original blocks. Does this change in the mass
of the blocks make it more likely or less likely that the block launched from table 1 goes farther than the block
launched from table 2 does? Briefly explain your reasoning.

(f) Two students each try to sketch a graph of the kinetic energy of the block as a function of its position from
launch to the time the block reaches the edge of the table. Their graphs are shown above. Which graph best
represents the kinetic energy of the block? Justify your selection.

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Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for applying work/energy or momentum/impulse to explain why launch speed could be
greater for Table 1.
1 point is earned for indicating that a larger s enables the spring to exert a force on the block for a longer
time or distance, or that a larger s corresponds to more elastic potential energy being transferred to the
block.
1 point is earned for indicating that the block could gain more speed and/or kinetic energy and/or
momentum on Table 1.

Example Response:

The distance s is greater for table 1 than table 2 which means that the force that the spring exerts on the block is exerted
over a longer distance, allowing the force to do more work on the block. Since the spring force does more work on the
block, the change in kinetic energy could be greater, meaning the block could be launched at a greater speed from table
1. The block from table 1 will travel a larger horizontal distance because it was launched with a greater horizontal speed.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating the same time.

1 point is earned for indicating that both blocks will have the same initial vertical speed or zero initial
vertical speed.
1 point is earned for indicating that either:
only the vertical motion determines the fall time,
OR
The vertical displacement is the same in both cases
OR
The vertical acceleration is the same in both cases.

Example Response:

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The blocks launched from table 1 and table 2 will spend the same amount of time in the air because they have an initial
vertical velocity of zero and start from the same height above the floor.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: just “zero” earns this point.

0 1

The response accurately includes:

1 point is earned for indicating there is no change in the total mechanical energy.

Example Response:

After the block leaves the table the total mechanical energy does not change.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for addressing the functional dependence of D on s.

1 point is earned for correctly indicating how a specific term in the expression changes with increasing s.
1 point is earned for indicating that an increase in s could result in an increase in D, or in the right-hand-
side of the equation
Note: If a student answers “no” the third point is awarded for indicating that an increase in s results in a
decrease in D, or in the right-hand side of the equation.

Example Response:

Yes. The closer s is to L, the greater the part of the equation would be. If that term of the equation is
greater, D will be greater.

OR

Yes. Because s is always less than L, is greater than . So as s increases, the equation increases.

Part E

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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating “Less likely”, with an attempt at an explanation.

1 point is earned for noting that the larger mass increases the force of friction.
1 point is earned for indicating that a larger frictional force will dissipate more energy (or result in a
smaller net force on the block/acceleration of the block), which results in a lower launch speed, and
therefore smaller distance.
Note: Part (e) can be answered quantitatively. See alternate solution below.

It is less likely that the block in 1 will go farther. The larger mass means that the force of friction is larger, so the net
force on the block is less, resulting in a lower launch speed. On table 1, the frictional force is exerted over a longer
distance, and so has a bigger effect on reducing the speed compared to table 2.

OR

Less likely. The first term is multiplied by ; so this term decreases with bigger m. The second term doesn't change
with m. So, the difference between the two terms is smaller, reducing the effect of increasing s on the distance traveled.

Part E – Alternate Solution

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating “less likely”, with an attempt at an explanation.

1 point is earned for addressing the functional dependence of D on m in the given equation.
1 point is earned for explaining how the right side of the equation becomes smaller with reference to both
terms in the substitution, therefore, D becomes smaller.

Example Response:

Less likely. The first term is multiplied by ; so this term decreases with bigger m. The second term doesn't change
with m. So, the difference between the two terms is smaller, reducing the effect of increasing s on the distance traveled."

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that Graph 1 is the correct graph, with an attempt at an explanation.
1 point is earned for correctly addressing the decreasing slope of the curve for large values of horizontal
position.

Example Response:

Graph 1 is the correct graph. The slope decreases with increasing position. This makes sense because, as the spring
expands, it exerts a smaller force on the block. The smaller force means that the kinetic energy increases by a smaller
amount for a given change in position.

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5. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

Students launch marbles of mass horizontally from a toy cannon of mass , where is always greater
than , as shown above. Each time a marble is launched, the cannon slides backward before coming to rest. The
coefficient of kinetic friction between the cannon and the ground is (mu). For each launch, the students use a
new marble with a different mass launched at the same speed relative to the ground. The students record the
distance the cannon slides backward for each launch.

(a) Without manipulating equations, briefly describe what happens to the distance that the cannon slides
backward as students increase the mass of the marble. Explain your reasoning.

(b) Students find the following equation on the Internet to describe the distance that the cannon slides backward:
. Whether or not the equation is correct, is it consistent with your prediction in part (a)? Briefly
justify your answer.

(c) Without manipulating or stating equations, briefly describe whether it would take more work to stop the
marble or to stop the cannon after the marble has been launched. Justify your answer.

(d) Students correctly derive the following equation relating the work done on an object initially at rest, the
momentum of the object, and the mass of the object: . Is this equation consistent with your
description in part (c)? Justify your answer.

Students then discuss the mechanical energy of the marble-cannon system during the short time interval in which
the marble is accelerated inside the cannon and make the following claims:

Student 1: The cannon is pushing the marble forward, and the marble is pushing back with equal and opposite
force. Since the work done by the cannon cancels out the work done by the marble, the mechanical energy of the
system is constant.

Student 2: The mechanical energy of the system increases while the marble is being accelerated. The marble
gains kinetic energy to the right, and the cannon gains an equal amount of kinetic energy to the left.

(e) Which underlined phrase or phrases in student 1’s statement are correct, if either? If neither phrase is correct,
write “none.”

(f) Which underlined phrase or phrases in student 1’s statement are incorrect, if either? If neither phrase is

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incorrect, write “none.”

(g) Which underlined phrase or phrases in student 2’s statement are correct, if either? If neither phrase is correct,
write “none.”

(h) Which underlined phrase or phrases in student 2’s statement are incorrect, if either? If neither phrase is
incorrect, write “none.”

The graph above shows the horizontal component of the velocity of the marble (dashed line) and the cannon (solid
line) relative to the ground. Before time the marble-cannon system is at rest. At time the marble begins
accelerating within the cannon, and at time the marble leaves the cannon.

(i) Provide three pieces of evidence that together explain why the magnitude of the rate of change of the cannon’s
velocity is less than the magnitude of the rate of change of the marble’s velocity during the time interval from
to .

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for using conservation of momentum to indicate that a larger marble mass means a
larger cannon speed
OR
For using a combination of Newton’s 3rd law leading to Newton’s 2nd law to indicate that a larger
marble mass means a larger cannon speed.
1 point is earned for explaining why the larger cannon speed results in sliding a greater distance.

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Example Response:

The initial momentum of the marble-cannon system is zero, so it will be zero after the marble is launched as well. A
greater marble mass then means that the backward cannon speed is greater. Since the acceleration due to friction is the
same regardless of cannon speed, a greater cannon speed means that the cannon will slide a greater distance.

OR

While the marble is in the cannon, the force on the marble has the same magnitude as the force on the cannon (according
to Newton’s 3rd law). If the final speed of the marble is the same each time but the mass of the marble increases, the net
force on the marble must increase (according to Newton’s 2nd law) and, therefore, the net force on the cannon must
increase as well (the force of friction remains constant) giving the cannon a larger final speed resulting in a greater
distance.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for using functional dependence between the mass and x.
1 point is earned for a claim that as in the equation increases, x in the equation also increases.

Example Response:

Yes, the equation matches that as the mass of the marble increases the slide distance of the cannon also increases. The
mass of the marble is in the numerator of the equation so if the numerator increases the slide distance will also increase.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a claim that the marble requires more work to stop, with attempt at a justification.
1 point is earned for a valid justification.

Example Response:

The marble requires more work to stop because the marble has a greater kinetic energy thus a greater change in kinetic

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energy in order to stop.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a claim consistent with the answer to (c).

1 point is earned for a claim that both the marble and cannon have equal momentum when the marble is
launched and for recognizing that the marble’s smaller mass in the denominator means it has more work
done on it.

Example Response:

Yes. By conservation of momentum, the cannon and marble have the same magnitude of momentum immediately after the
launch. Since p is the same, but m is smaller for the marble, the kinetic energy is greater for the marble since m is in the
denominator, which means that the marble had more work done on it.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Response:

Student 1’s statement that is correct is the marble is pushing back with equal and opposite force

OR

The first statement

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Response:

Student 1’s statement that is incorrect is work done by the cannon cancels out the work done by the marble and
mechanical energy is constant.

OR

The second statement

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: If a student considered the cannon to include a spring launching mechanism, then the first statement would be
incorrect. A student who states “none” in part (g) and “both” in part (h) earns full credit for both parts.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Response:

Student 2’s statement that is correct is mechanical energy increases while the marble is being accelerated.

OR

The first statement

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Response:

Student’s 2 statement that is incorrect is the cannon gains an equal amount of kinetic energy to the left.

OR

The second statement

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: Though the slope change in the graph occurs at (rather than “in the interval from to ”), a student who
indicates the effect of force of friction by discussing the slope change at is awarded this point.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for recognizing that the same force is exerted on both the marble and cannon.
1 point is earned for indicating that the larger mass of the cannon results in its acceleration being less.
1 point is earned for indicating the force of friction acting opposite the cannon’s direction of motion will
further reduce the acceleration of the cannon.

Example Response:

Even the though the force on the cannon and the marble is the same due to Newton’s third law, the cannon’s acceleration
is smaller. So, its velocity increases less than the marble because the cannon’s mass is larger. The cannon also has a
frictional force opposing its motion, which decreases the net force and therefore the acceleration.

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6. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

Students launch identical marbles of mass horizontally from a toy cannon of varying mass , where is
always greater than , as shown above. The students can attach weights to the cannon to change . Each
time a marble is launched, the cannon slides backward before coming to rest. The coefficient of kinetic friction
between the cannon and the ground is (mu). For each launch, the students vary the mass of the cannon and
launch a marble with the same speed relative to the ground. The students record the distance that the cannon
slides backward.

(a) Without manipulating equations, explain how the distance that the cannon slides backward changes, if at all,
when marbles are launched from more massive cannons.

(b) Students find the following equation on the Internet to describe the distance that the cannon slides backward:
. Whether or not the equation is correct, is it consistent with your prediction in part (a)? Briefly
justify your answer.

(c) If constant horizontal forces were exerted over the same distance on the cannon and on the marble after the
launch, which object would require a force with a greater magnitude to completely stop it? Without manipulating
or referencing equations, briefly explain your reasoning.

(d) Students correctly derive the following equation relating the force exerted on an object initially at rest over a
distance , the mass of the object, and the final momentum of the object: . Is this equation
consistent with your description in part (c)? Justify your answer.

Students then discuss the mechanical energy of the marble after it has been launched by the cannon but before it
reaches the ground. Both students agree that air resistance is negligible and make the following claims.

Student 1: The mechanical energy of the marble is constant. There are no external forces exerted on the marble,
so its energy does not change.

Student 2: The mechanical energy decreases as the marble falls. This happens because the gravitational force is
doing work on the marble.

(e) Which underlined phrase or phrases in student 1’s statement are correct, if either? If neither phrase is correct,
write “none.”

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(f) Which underlined phrase or phrases in student 1’s statement are incorrect, if either? If neither phrase is
incorrect, write “none.”

(g) Which underlined phrase or phrases in student 2’s statement are correct, if either? If neither phrase is correct,
write “none.”

(h) Which underlined phrase or phrases in student 2’s statement are incorrect, if either? If neither phrase is
incorrect, write “none.”

The graph above shows the horizontal component of the velocity of the marble (dashed line) and the cannon (solid
line) relative to the ground. Before time the marble-cannon system is at rest. At time the marble begins
accelerating within the cannon, and at time the marble leaves the cannon.

(i) Describe the motion of the center of mass of the marble-cannon system during the time interval from to .
Explain your reasoning.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: Students may earn the points for a correct discussion regarding the force of friction. A more massive cannon leads
to a greater normal force increasing the force of friction. This would cause the net force on the cannon to the left to be
smaller while the marble was in the cannon (giving it an initially smaller speed once the marble has left the cannon)
resulting in a smaller distance traveled.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for using conservation of momentum to indicate that a larger cannon mass means a
smaller cannon speed

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OR
For using a combination of Newton’s 3rd law leading to Newton’s 2nd law to indicate that a larger
cannon mass means a smaller cannon speed.
1 point is earned for explaining why the smaller cannon speed results in sliding a shorter distance.

Example Response:

The initial momentum of the marble-cannon system is zero, so it will be zero after the marble is launched as well. A more
massive cannon then means that the backward cannon speed is less. A smaller cannon speed means that the cannon will
slide a shorter distance.

OR

While the marble is in the cannon, the force on the marble has the same magnitude as the force on the cannon (according
to Newton’s 3rd law). If the mass of the marble stays constant but the mass of the cannon increases, the cannon will have
smaller acceleration and smaller speed (according to Newton’s 2nd law) resulting in a smaller distance.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for using functional dependence between the mass and the distance x.
1 point is earned for a claim that as in the equation increases, x in the equation decreases.

Example Response:

Yes, the equation matches the prediction that as the mass of the cannon increases the distance the cannon slides
backwards decreases. From the equation, the mass of the cannon and the distance it slides backwards are inversely
proportional. The mass of the cannon is in the denominator of the equations so as the mass increases the distance the
cannon slides backwards will decreases.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

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1 point is earned for a claim that it would take more force to stop the marble, with an attempt at a
justification.
1 point is earned for a valid justification using either work/energy or momentum.

Example Response:

It would take more force to stop the marble because the change in kinetic energy to stop the marble is greater so the work
on the marble needs to be greater.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a claim consistent with the answer to (c).

1 point is earned for a claim that both the marble and cannon have equal momentum when the marble is
launched and for recognizing that the marble’s smaller mass in the denominator means it requires more
force to stop.

Example Response:

Yes. By conservation of momentum, the cannon and marble have the same magnitude of momentum immediately after the
launch. Since p is the same, but m is smaller for the marble, the force is greater for the marble since m is in the
denominator.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a statement of “None”.

Example Response:

None

Part F

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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating both statements are incorrect.

Example Response:

Both parts of Student 1’s statement are incorrect.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Response:

The gravitational force is doing work on the marble

OR

The second statement

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

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Example Response:

The mechanical energy decreases as the marble falls.

OR

The first statement

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating the center of mass moves to the right.
1 point is earned for indicating that there is an external force on the system due to friction.
1 point is earned for indicating that the net force on the system is needed to move the center on mass.

Example Response:

During the launch, the only horizontal external force exerted on the marble-cannon system is the frictional force exerted
on the cannon. The friction force is directed to the right, so the net force on the system is to the right. This means the
center of mass of the system is accelerating to the right.

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7. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

Students launch identical marbles of mass horizontally from a toy cannon of mass , where ,
as shown above. The cannon can be adjusted to change the launch speed of the marble relative to the ground.
Each time a marble is launched, the cannon slides backward before coming to rest. The coefficient of kinetic
friction between the cannon and the ground is (mu). For each launch, the students vary the launch speed and
record the distance the cannon slides backward for each launch speed.

(a) Without manipulating equations, briefly describe what happens to the distance that the cannon slides
backward as students increase the launch speed. Explain your reasoning.

(b) Students find the following equation on the Internet to describe the distance that the cannon slides backward:
. Whether or not the equation is correct, is it consistent with your prediction in part (a)? Briefly
justify your answer.

(c) Without manipulating or stating equations, briefly describe whether the cannon or the marble has more kinetic
energy immediately after the marble leaves the cannon. Justify your answer.

(d) Students correctly derive an equation relating the kinetic energy , the momentum , and the mass of an
object: . Is this equation consistent with your description in part (c)? Justify your answer.

Students then discuss the mechanical energy of the marble after it has been launched by the cannon but before it
reaches the ground. Both students agree that air resistance is negligible and make the following claims.

Student 1: There are two external forces exerted on the marble while it is in the air, the gravitational force and the
force exerted by the cannon. Therefore, the mechanical energy of the marble changes while it is in the air.

Student 2: The cannon does not exert a force on the marble after the launch. Therefore, the mechanical energy of
the marble is constant.

(e) Which underlined phrase or phrases in student 1’s statement are correct, if either? If neither phrase is correct,
write “none.”

(f) Which underlined phrase or phrases in student 1’s statement are incorrect, if either? If neither phrase is
incorrect, write “none.”

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(g) Which underlined phrase or phrases in student 2’s statement are correct, if either? If neither phrase is correct,
write “none.”

(h) Which underlined phrase or phrases in student 2’s statement are incorrect, if either? If neither phrase is
incorrect, write “none.”

The graph above shows the horizontal component of the velocity for the marble (dashed line) and the cannon
(solid line) relative to the ground. Before time the marble-cannon system is at rest. At time the marble begins
accelerating within the cannon, and at time the marble leaves the cannon.

(i) Describe how to find the change in the distance between the center of mass of the cannon and the center of
mass of the marble from time to time . Assume that before time the center of mass of the marble is at the
same position as the center of mass of the cannon.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for using conservation of momentum to indicate that a larger marble speed means a
larger cannon speed
OR
For using a combination of Newton’s 3rd law leading to Newton’s 2nd law to indicate that a larger
marble speed means a larger cannon speed.
1 point is earned for correctly explaining why the larger cannon speed results in sliding a greater
distance.

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Example Response:

The initial momentum of the marble-cannon system is zero, so it will be zero after the marble is launched as well. A
greater marble speed then means that the backward cannon speed is greater. Since the acceleration due to friction is the
same regardless of cannon speed, a greater cannon speed means that the cannon will slide a greater distance.

OR

While the marble is in the cannon, the force on the marble has the same magnitude as the force on the cannon (according
to Newton’s 3rd law). If the mass of the marble stays constant but the final speed of the marble increases, the net force on
the marble must increase (according to Newton’s 2nd law) and, therefore, the net force on the cannon must increase as
well (the force of friction remains constant) giving the cannon a larger final speed resulting in a greater distance.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for using functional dependence.

1 point is earned for a claim that as v in the equation increases, x in the equation also increases.

Example Response:

Yes, the equation matches the prediction that as the velocity of the marble increases the distance the cannon moves
backward also increases. In the equation as velocity increases the distance would increase. Since the velocity is in the
numerator of the equation, as the numerator of a fraction increases the distance x would increase.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a claim that the marble has more kinetic energy, with an attempt at a justification.
1 point is earned for a valid justification.

Example Response:

By conservation of momentum, mass and velocity are inversely proportional. Since velocity is squared when determining

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kinetic energy, a greater speed increases the kinetic energy by a larger factor than a smaller mass decreases the energy.

OR

The cannon and marble exert forces of equal magnitude on each other. However, the marble will move a greater distance
than the cannon while these forces are exerted. So, the marble has more work done on it, and therefore a greater kinetic
energy.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a claim consistent with the answer to (c).

1 point is earned for a claim that both the marble and cannon have equal momentum when the marble is
launched and for recognizing that the marble’s smaller mass in the denominator means it has more
kinetic energy.

Example Response:

Yes. By conservation of momentum, the cannon and marble have the same magnitude of momentum immediately after the
launch. Since p is the same, but m is smaller for the marble, the kinetic energy is greater for the marble since m is in the
denominator.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Response:

The correct statement from student 1 is that mechanical energy of the marble changes while it is in the air

OR

The second statement

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Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Response:

The incorrect statement for student 1 is that the cannon exerts a force on the marble while it is in the air

OR

The first statement

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Response:

The correct statement for student 2 is that the cannon no longer exerts a force on the marble

OR

The first statement

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Response:

The incorrect statement for student 2 is that the mechanical energy of the marble is constant

OR

The second statement

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for recognizing that displacement can be calculated by finding the area under a v vs. t
graph.
1 point is earned for recognizing that the total displacement will be represented by combining the areas
under each v vs. t graph.
1 point is earned for indicating that, for the cannon, either the area (which is negative) is to be subtracted
OR
the absolute value of the area is to be added, to the area under the marble graph.

Example Response:

The area under the velocity vs. time graph represents the displacement of an object. To find the change in the distance,
subtract the areas of the two graphs between and .

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8. This question is a long free-response question. Show your work for each part of the question. (15 points,
suggested time 25 minutes)

The figure above shows Case 1 of an experiment, in which the following events occur.

• At time , block A slides to the right along a horizontal surface toward identical block B, which is at
rest.
• At time , block A collides elastically with block B and block A comes to rest.
• At time , the right side of block B reaches an ideal, horizontal spring with negligible mass and spring
constant . The spring is initially at its relaxed (uncompressed) length and fixed to a wall.
• At time , the spring is compressed a maximum distance and block B is instantaneously at rest.

Assume there is negligible friction between each block and the surface. For parts (a)-(d), consider the system
consisting of block A, block B, and the spring.

(a) Indicate whether the linear momentum of the two-block–spring system is either constant or not constant during
the time interval from to immediately before , and explain why.

(b) Indicate whether the mechanical energy of the two-block–spring system is either constant or not constant
during the time interval from to immediately before , and explain why.

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(c) Indicate whether the linear momentum of the two-block–spring system is either constant or not constant during
the time interval from to , and explain why.

(d) Indicate whether the mechanical energy of the two-block–spring system is either constant or not constant
during the time interval from to , and explain why.

In Case 2 shown above, the setup is identical to Case 1 except that the speed of block A before colliding with
block B is greater than in Case 1. Block A again comes to rest immediately after colliding with block B. The
spring compresses a maximum distance .

(e) How does the new maximum spring compression compare to , the spring compression in Case 1? (Is
greater than , the same as , or less than ?)

(f) Briefly explain your reasoning for part (e).

Students attempt to determine a general equation for the maximum compression distance of a spring with spring
constant . Blocks A and B each have mass and block A has initial speed . The students come up with the
following two equations.

Equation 1: Equation 2:

In the two equations, and are positive constants with appropriate units.

(g) Without algebraic manipulation of equations or deriving the correct equation, explain which equation better
supports your explanation for the compression distance in part (f).

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(h) The graph above shows the displacement of the blocks while block B is in contact with the spring. The solid
line corresponds to either Case 1 or Case 2, while the dashed line corresponds to the other case. Does the dashed-
line curve correspond to Case 1 (slower block A) or Case 2 (faster block A)? Explain your reasoning.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that linear momentum is constant, with an attempt at an explanation.
1 point is earned for a correct explanation of why the linear momentum is constant.

Example Response:

No net external forces are exerted on the two-block–spring system, so the momentum of the system is constant.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

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1 point is earned for indicating that mechanical energy is constant, with an attempt at an explanation.
1 point is earned for a correct explanation of why the mechanical energy is constant.

Example Response:

The mechanical energy of the system is constant because the collision is elastic.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that linear momentum is not constant, with an attempt at an explanation.
1 point is earned for a correct explanation of why the linear momentum is not constant.

Example Response:

The linear momentum is not constant, because a net external force is exerted on the two-block–spring system.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that mechanical energy is constant, with an attempt at an explanation.
1 point is earned for a correct explanation of why the mechanical energy is constant.

Example Response:

The mechanical energy is constant because no work is being done on the system by an external force.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for stating the compression distance is larger.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that block A transfers all of its kinetic energy to block B (i.e., block B has
more kinetic energy when it reaches the spring than in Case 1).
1 point is earned for indicating that the greater kinetic energy means a larger compression because the
elastic potential energy is equal to the initial kinetic energy.

Example Response:

Block A transfers all of its kinetic energy to block B in the elastic collision, so block B has more kinetic energy than in
case 1. This means that there is more spring potential energy when the spring is compressed, so it is compressed a larger
amount.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: If part (g) is answered with a correct interpretation of Equation 1 consistent with an incorrect response in part (f),
both points can be earned in part (g).

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that Equation 2 best models the compression with an attempt at an
explanation that addresses functional dependence.
1 point is earned for a correct explanation that addresses the dependence of d on v.

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Example Response:

Since v is proportional to d in equation 2, as v increases d will increase, as predicted in part (f).

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating the dashed line corresponds to Case 1, with an attempt at an explanation.
1 point is earned for a correct explanation regarding the slope of the displacement vs. time graph
OR
For a correct explanation addressing the amplitude (energy).

Example Response:

The dashed-line has an initially smaller slope representing a smaller initial speed of block B. Both graphs have zero slope
where the block B momentarily stops at the spring’s maximum displacement. The maximum displacement is smaller for
the initially slower Block B. Therefore, the dashed-line graph corresponds to Case 1.
OR
The smaller maximum displacement for the dashed line is consistent with less energy being stored in the spring. This
would indicate that block B had less initial kinetic energy when it collided with the spring corresponding to Case 1.

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9. This question is a long free-response question. Show your work for each part of the question. (15 points,
suggested time 25 minutes)

The figure above shows Case 1 of an experiment, in which the following events occur.

• At time , block A slides to the right along a horizontal surface toward identical block B, which is at
rest.
• At time , block A collides with and sticks to block B.
• At time , block A and block B are still stuck together and the right side of block B reaches an ideal,
horizontal spring with negligible mass and spring constant . The spring is initially at its relaxed
(uncompressed) length and fixed to a wall.
• At time , the spring is compressed a maximum distance and the blocks are instantaneously at rest.

Assume there is negligible friction between each block and the surface.

A student observes the experiment and makes the following claim.

"Since some mechanical energy is dissipated when the blocks stick together, the momentum of the two-block
system decreases."

(a) Indicate whether the claim is correct or incorrect and explain why.

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Another student makes the following claim about the collision between block A and block B.

"When the blocks collide the total momentum of the two-block system doesn't change, so the kinetic energy of the
system must also be constant."

(b) Indicate whether the claim is correct or incorrect and explain why.

(c) During the time interval from to , is the magnitude of the acceleration of the two-block system increasing,
decreasing, or constant? Briefly explain why.

(d) During the time interval from to , does the spring do positive, negative, or zero work on the two-block
system? Briefly explain your answer.

In Case 2 shown above, the setup is identical to Case 1 except that a stiffer spring is used. The spring in Case 2
has a spring constant that is greater than . Block A slides with the same speed as in Case 1 and the spring
compresses a maximum distance .

(e) How does the new maximum spring compression distance in Case 2 compare to in Case 1? (Is
greater than , the same as , or less than ?)

(f) Briefly explain your reasoning for part (e).

Students attempt to determine a general equation for the maximum compression distance of a spring with spring
constant . Block A has mass and initial speed , and block B has mass . The students come up with the
following two equations.

Equation 1: Equation 2:

In the two equations, and are positive constants with appropriate units.

(g) Without algebraic manipulation of equations or deriving the correct equation, explain which equation better
supports your explanation for the compression distance in part (f).

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(h) The graph above shows the displacement of the blocks while block B is in contact with the spring. The solid
line corresponds to either Case 1 or Case 2, while the dashed line corresponds to the other case. Does the solid-
line curve correspond to Case 1 (with a smaller spring constant) or Case 2 (with a larger spring constant)? Explain
your reasoning.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the claim is incorrect, with an attempt at an explanation.
1 point is earned for a correct explanation of why the momentum does not change.

Example Response:

The claim is incorrect. The momentum does not change because no net external force is exerted on the two-block system.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the claim is incorrect, with an attempt at an explanation.
1 point is earned for a correct explanation.

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Example Response:

The claim is incorrect. Energy is dissipated during the collision and therefore the kinetic energy decreases.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the magnitude of the acceleration is increasing, with an attempt at an
explanation.
1 point is earned for a correct explanation.

Example Response:

The force exerted by the spring increases with increasing compression.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the spring does negative work on the two-block system, with an
attempt at an explanation.
1 point is earned for a correct explanation of why negative work is done.

Example Response:

The spring does negative work on the two-block system because the spring exerts a net external force opposite the
direction of motion of the system.

OR

The spring force does negative work on the two-block system because the force exerted from the spring decreases the
kinetic energy of the system.

Part E

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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for stating the compression distance is smaller.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the two-block system has the same kinetic energy before reaching the
spring as in Case 1 (or that the maximum elastic potential energy in the spring is the same as in Case 1).
1 point is earned for indicating that the elastic potential energy is directly related to both spring constant
and compression distance, or that a greater spring constant means a smaller compression distance for the
same potential energy.

Example Response:

The two-block system has the same kinetic energy when it reaches the spring. All the kinetic energy is converted to spring
potential energy. Since the spring constant is now greater, the maximum compression distance must be less in order to
have the same amount of potential energy at maximum compression.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: If part (g) is answered with a correct interpretation of Equation 2 consistent with an incorrect response in part (f),
both points can be earned in part (g).

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that Equation 1 best models the compression with an attempt at an

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explanation that addresses functional dependence.

1 point is earned for a correct explanation that addresses the dependence of d on k.

Example Response:

Since k is in the denominator of Equation 1, as k increases d will decrease, as predicted in part (f).

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating the solid line corresponds to Case 2, with an attempt at an explanation.
1 point is earned for a correct explanation addressing either the amplitude or period (or both).

Example Responses:

The smaller maximum displacement for the solid line is consistent with the larger spring constant in case 2.
OR
The period of an object oscillating on a spring is shorter when the spring constant is larger, so the solid line represents
case 2.

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10. This question is a long free-response question. Show your work for each part of the question. (15 points,
suggested time 25 minutes)

The figure above shows Case 1 of an experiment. Initially, block A is held in place while in contact with a
horizontal spring with spring constant that is compressed a distance and fixed to a wall. The following
events occur.

• At time , block A is released from rest.

• At time , the ideal spring reaches its uncompressed length, and block A leaves the spring.
• At time , block A collides with and sticks to identical block B, which is initially at rest.
• At time , block A and block B are sliding together along the surface.

Assume there is negligible friction between each block and the surface.

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(a) Indicate whether the speed of the center of mass of the two-block system is either constant or not constant
during the time interval from to , and explain why.

(b) Indicate whether the mechanical energy of the two-block system is either constant or not constant during the
time interval from to , and explain why.

(c) Indicate whether the speed of the center of mass of the two-block system is either constant or not constant
during the time interval from to , and explain why.

(d) Indicate whether the mechanical energy of the two-block system is either constant or not constant during the
time interval from to , and explain why.

In Case 2 shown above, the setup is identical to Case 1 except that a stiffer spring is used. The spring in Case 2
has a spring constant that is greater than . The spring is compressed the same distance, , before block A is
released. As in Case 1, the blocks stick together when they collide.

(e) Is the speed of the blocks after the collision in Case 2 greater than, less than, or the same as the speed of the
blocks after the collision in Case 1?

(f) Briefly explain your reasoning for part (e).

Students attempt to determine a general equation for the speed of the blocks after the collision. A spring with
spring constant is initially compressed a distance , block A has mass , and block B has mass . The
students come up with the following two equations.

Equation 1: Equation 2:

In the two equations, and are positive constants with appropriate units.

(g) Without algebraic manipulation of equations or deriving the correct equation, explain which equation better
supports your explanation for the speed of the two blocks in part (f).

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The graph above shows the displacement of block A while it is in contact with the spring for Case 1 and Case 2.
The solid line corresponds to either Case 1 or Case 2, while the dashed line corresponds to the other case.

(h) Does the solid-line curve best correspond to Case 1 (with a smaller spring constant) or to Case 2 (with a larger
spring constant)? Explain your reasoning.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the speed of the center of mass is not constant, with an attempt at an
explanation.
1 point is earned for a correct explanation of why the center of mass speed is not constant.

Example Response:

The speed of the center of mass is not constant, because a net external force is exerted on the two-block system.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

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1 point is earned for indicating that mechanical energy is not constant, with an attempt at an explanation.
1 point is earned for a correct explanation of why the mechanical energy is not constant.

Example Response:

The mechanical energy is not constant, because the spring is doing work on the two-block system

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the speed of the center of mass of the system is constant, with an
attempt at an explanation.
1 point is earned for a correct explanation of why the speed of the center of mass of the system is
constant.

Example Response:

The speed of the center of mass of the system is constant, because no net external force is exerted on the two-block system.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that mechanical energy is not constant, with an attempt at an explanation.
1 point is earned for a correct explanation of why the mechanical energy is not constant.

Example Response:

The mechanical energy is not constant, because the collision is inelastic and therefore the kinetic energy decreases.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for stating the speed in Case 2 is greater than that in Case 1.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that more energy is transferred to block A by the spring.
1 point is earned for indicating that a larger kinetic energy means larger initial speed for block A before
the collision with block B and, therefore, a larger final speed for the two blocks after the collision.

Example Response:

Because the spring constant is greater in case 2, more energy is transferred to block A by the spring and block A has
more kinetic energy than in case 1. The larger kinetic energy means a larger initial speed for block A before the collision
with block B, so there is more momentum and a greater final speed.

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Note: If (g) is answered with a correct interpretation of Equation 1 consistent with an incorrect response in part (f), both
points can be earned in part (g)

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that Equation 2 best models the compression with an attempt at an
explanation that addresses functional dependence.
1 point is earned for a correct explanation that addresses the dependence of v on k.

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Example Response:

Since v and k are directly related (k is in the numerator of the expression), a larger k means that v will be larger, as
predicted in part (f).

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating the solid line corresponds to Case 2, with an attempt at an explanation.
1 point is earned for a correct explanation that the block will spend less time in contact with the spring
with a stiffer spring constant (or that the speed/slope will be larger).

Example Response:

The solid line has a greater slope at the end, which means a greater speed, consistent with the larger spring constant in
case 2.
OR
The solid line corresponds to a shorter period of a block attached to a spring, consistent with the larger spring constant in
case 2.

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11. Show all your work for each part of the question. The parts within the question may not have equal weight.

Spheres and have masses and , respectively. Both spheres are suspended from the ceiling by strings of
identical lengths. Sphere is pulled back so that there is tension in the string and the center of Sphere is a
vertical distance above the center of Sphere , as shown in Figure . Sphere is released and then collides
with and sticks to Sphere . The two spheres continue to swing forward, as shown in Figure , and momentarily
come to rest when the center of mass of the two-sphere system is a height above the original height of the
center of Sphere as shown in Figure .

(a) If the mass of Sphere is increased, does increase, decrease, or remain the same? Justify your answer
using appropriate physics principles and qualitative reasoning beyond referencing equations.

(b) Using conservation of energy and conservation of momentum derive an expression for in terms of ,
, , and physical constants, as appropriate. Begin your derivation by writing a fundamental physics principle
or an equation from the reference book.

(c) A group of students want to create a collision where is as small as possible. Describe the relative masses
of spheres and that will result in the smallest . Justify your answer using your derivation from part (b).

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating that the speed of Sphere just before it collides with Sphere does not
depend on the mass of Sphere because of conservation of energy.
1 point is earned for indicating that the speed of the two – sphere system after the collision will increase
as the mass of Sphere increases because of conservation of momentum.
1 point is earned for indicating that increases as the speed of the two-sphere system after the
collision increases.

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Example Response

Because of conservation of energy, the speed of Sphere before it collides with Sphere is the same regardless of the
mass of Sphere . Because the speed of Sphere is the same, but the mass is larger, it will have a larger momentum, and
because momentum in the two-sphere system is constant during the collision, the momentum of the two-sphere system is
larger. Therefore, the speed of the two-sphere system after the collision is bigger when the mass of Sphere is larger. If
the speed after the collision is bigger, the height to which the two-sphere system will swing will be higher because of
conservation of energy.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all the following criteria.

1 point is earned for a multistep derivation that includes conservation of energy.

1 point is earned for including conservation of momentum.

1 point is earned for a correct expression for in terms of the given variables.

Example Response

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Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both the following criteria.

1 point is earned for a justification that includes functional dependence to relate and .
Scoring Note: The functional dependence does not have to be correct to earn this point.
1 point is earned for a justification that uses the functional dependence of on to claim that
is smallest when is much greater than

Example Response

is proportional to the ratio , and so when is much greater than , or in other words goes to zero,
also goes to zero. Therefore, to make be as small as possible, the mass of should be very small and the
mass of should be very large.

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12. This question is a long free-response question. Show your work for each part of the question.

(12 points, suggested time 25 minutes)

A block with mass hangs at rest from a string that is attached to a ceiling. A dart with mass is moving
horizontally with speed immediately before colliding with the block, as shown in Figure . The dart remains
embedded in the block. The center of mass of the dart-block system swings up to a maximum height above its
initial position before stopping momentarily, as shown in Figure .

(a) The dart collides with the block at time , and the center of mass of the dart-block system reaches its
maximum height at time .

i. Consider the dart-block-Earth system. is the total mechanical energy of the dart-block-Earth system, and
immediately before time it is equal to . On the axes below, sketch as a function of time for
to .

ii. Now consider the system containing just the block and the dart. The magnitude of the momentum of the
dart-block system is , and immediately before time it is equal to . On the axes below, sketch as a
function of time for to .

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(b) The block is replaced with a different block of mass , where is greater than . The experiment is
repeated with the same dart moving horizontally at the same speed , and the center of mass of this dart-block
system reaches a maximum height above its initial position. How does compare to ?

____ ____ ____

Without including equations in your response, explain your reasoning.

(c) Consider the general case of a block of mass hanging at rest and a dart of mass moving horizontally
with speed . The dart hits and embeds in the block, and the center of mass of the dart-block system swings up to
a maximum height above its initial position. Derive an equation for in terms of , , , and physical
constants, as appropriate.

(d) Consider the scenario in part (b) above, where the block has mass . Does your general equation for
the maximum height from part (c) agree with your reasoning in part (b)?

____ Yes ____ No

Explain how your general equation from part (c) either supports or does not support your reasoning in part (b).

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4

The response accurately includes all of the following criteria.

1 point is earned for a mechanical energy less than immediately after

1 point is earned for a horizontal line showing constant mechanical energy from to
Example Response for 2nd point:

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1 point is earned for a momentum equal to immediately after

1 point is earned for a momentum that continually decreases and is zero at
Example Response for 4th point:

Scoring Note: Graph does not have to be curved to earn this point.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

Scoring Note: Correct answer is ; response is read even if incorrect selection is made.

1 point is earned for indicating that the post-collision speed of the system will be smaller than the original
post-collision speed because the mass of the system is larger.
1 point is earned for indicating that the final height depends on the post-collision speed.
Scoring Note: The 2nd point is earned for just indicating how the speed changes, along with a consistent
selection for the height.

Part C

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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4

The response accurately includes all of the following criteria.

1 point is earned for using conservation of momentum to determine the velocity of the block-arrow
system after the collision.

1 point is earned for determining the velocity of the block-arrow system:

1 point is earned for using a statement or expression for conservation of energy to determine the
maximum height.
1 point is earned for substituting the velocity into a correct expression of energy conservation:

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

Scoring Note: Correct answer is “Yes” (if parts (b) and (c) were correct); response is read even if “No” is selected.

1 point is earned for addressing the functional dependence between maximum height and block mass.
Scoring Note: it is not necessary to use the functional dependence correctly to earn this point.
1 point is earned for correctly relating the functional dependence to the qualitative explanation in part (b).

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13. This question is a short free-response question. Show your work for each part of the question.

(7 points, suggested time 13 minutes)

A student in a physics lab drops a ball of mass from a height of onto a force plate. The ball hits
the force plate and rebounds upward. The student records the maximum height of the ball after it rebounds to be
.

(a) The student uses their observations to correctly claim that the collision between the ball and the force plate is
inelastic. Use the student’s observations to justify their claim.

(b) Calculate the impulse exerted on the ball by the force plate.

The force plate records the following data for the magnitude of the force as a function of time for the the
ball was in contact with the force sensor.

(c) Does the force plate data provide a reliable measurement of the impulse exerted on the ball by the force
sensor? Justify your answer

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes the following criteria:

For correctly relating the difference in maximum height of the ball to the kinetic energy of the ball before
and after the collision.

Example Response:

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If the collision between the ball and the floor were elastic, the speed just before the ball hits would be equal to the speed
of the ball just after it leaves the floor. Because of conservation of energy, since air resistance is negligible, if the speed
before and after the collision were the same the ball should return to its starting height. Because it returns to a lower
height, we must conclude that there was energy lost in the collision, making the collision inelastic.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Scoring note: Responses do not have to correctly calculate the change in momentum. A response must show that the
momentum (or speeds) have different directions, and that the difference in these two are the algebraic sum of the two
magnitudes.

0 1 2 3

The response accurately includes all of the following criteria:

For using conservation of energy or work energy principle to attempt to find the speed of the ball just
before the ball hits the force sensor.
For using conservation of energy or work energy principle to attempt to find the speed of the ball just
after the ball hits the force sensor.
For correctly addressing the vector nature of momentum (or velocity)

Example Response:

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Correct answer: Both bars have the same angular momentum.

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0 1 2 3

The response accurately includes all of the following criteria:

For attempting to calculate the area under the curve

For comparing the area under the curve to the value of the change in momentum for part (b).
For a correct justification that the impulse shown from the force sensor is not large enough to cause the
ball to return to a height of 1.1 meters.

Example Response:

The area under the force as a function of time graph is equal to the impulse or change in momentum of the ball.

The change in momentum recorded by the force sensor is significantly smaller than the change in momentum determined
from experimental data collected from the initial and final heights of the ball. It is likely that the force sensor reading
cannot be trusted.

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14. This question is a long free-response question. Show your work for each part of the question.

(12 points, suggested time 25 minutes)

(a) A student of mass , standing on a smooth surface, uses a stick to push a disk of mass . The student
exerts a constant horizontal force of magnitude over the time interval from time to while
pushing the disk. Assume there is negligible friction between the disk and the surface.

i. Assuming the disk begins at rest, determine an expression for the final speed of the disk relative to the
surface. Express your answer in terms of , , , , and physical constants, as appropriate.

ii. Assume there is negligible friction between the student’s shoes and the surface. After time , the student
slides with speed . Derive an equation for the ratio . Express your answer in terms of , , and
physical constants, as appropriate.

(b) Assume that the student’s mass is greater than that of the disk . On the grid below, sketch graphs
of the speeds of both the student and the disk as functions of time between and . Assume that
neither the disk nor the student collides with anything after . On the vertical axis, label and . Label
the graphs “ ” and “ ” for the student and the disk, respectively.

(c) The disk is now moving at a constant speed on the surface toward a block of mass , which is at rest on
the surface, as shown above. The disk and block collide head-on and stick together, and the center of mass of the
disk-block system moves with speed .

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i. Suppose the mass of the disk is much greater than the mass of the block. Estimate the velocity of the center
of mass of the disk-block system. Explain how you arrived at your prediction without deriving it
mathematically.

ii. Suppose the mass of the disk is much less than the mass of the block. Estimate the velocity of the center of
mass of the disk-block system. Explain how you arrived at your prediction without deriving it mathematically.

iii. Now suppose that neither object's mass is much greater than the other but that they are not necessarily
equal. Derive an equation for . Express your answer in terms of , , , and physical constants, as
appropriate.

iv. Consider the scenario from part (c)(i), where the mass of the disk was much greater than the mass of the
block. Does your equation for from part (c)(iii) agree with your reasoning from part (c)(i) ?

____ Yes ____ No

Explain your reasoning by addressing why, according to your equation, becomes (or approaches) a
certain value when is much greater than .

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for a correct answer in part (a)(i).

1 point is earned for indicating the total momentum of the system is the same before and after the
collision.
Scoring Note: If the response only includes a correct final answer of , the response earns this point
but not the next point.
1 point is earned for correctly substituting the appropriate variables into a conservation of momentum
equation
AND

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an answer in the form .

Scoring Notes:
This point can be earned only if the first point is earned.
The answer need not be correct to earn this point.

Example Response for part (a)(ii):

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for two functions that are straight segments for ,
AND
begin at the origin,
AND
have two different positive slopes.
1 point is earned for two functions that are horizontal functions for
AND
are continuous over the entire time range .
1 point is earned for labeling values on the vertical axis with .
OR
The curve labeled D is greater than the curve labeled S for all .
Scoring note: This point can still be earned if the labels are not on the vertical axis but clearly indicate
that .

Example Response:

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Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4 5 6

The response accurately includes all of the following criteria.

1 point is earned for stating or mathematically representing that if the disk is much more massive, then
the block will have little effect on the motion of disk 1
OR
For stating or mathematically representing that when , .
1 point is earned for correct reasoning in part (c)(ii).
Correct answer: When ,
1 point is earned for using conservation of momentum in part (c)(iii).
1 point is earned for a correct answer in part (c)(iii), .
1 point is earned for an attempt to use limiting-case reasoning or functional dependence with the equation
in part (c)(iii).
1 point is earned for recognizing the equation from (c)(iii) reduces to a simpler form and the simplified
form is correctly compared to their answer in (c)(i)

Example response for part (c)(ii)

If the block is much more massive, then it will barely move when the disk collides and sticks to it.

Example response for part (c)(iv)

Yes. If is very small, then the denominator of the equation simplifies to , which then can cancel out of the
equation leaving .

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15. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

Students use a force sensor to push a disk of mass across a horizontal table. The force sensor pushes the disk
over a short time interval. The magnitude of the force and the duration of the time interval can be set by the
students. After being pushed by the sensor, the disk first slides along a surface with negligible friction and then
enters a rough section where friction is not negligible, as shown above.

The students perform two trials in which the magnitude of the force exerted by the force sensor and the time
interval are different. They create the graphs of force as a function of time shown below. The disk enters the rough
section in each trial after .

(a) In which of the two trials, if either, is the change in momentum of the disk between 0 seconds and 0.5 seconds
greater? Explain your reasoning.

(b) In both trials, the disk comes to rest in the rough section before reaching the edge of the table. In which trial, if
either, does the disk travel a greater distance in the rough section? Explain your reasoning.

(c) The students repeat Trial 1 with a disk that is made from the same material as the original disk and has the
same mass as the original disk but that has a larger radius (and therefore more surface area is in contact with the
surface). The same force is exerted on the new disk over the same time interval as in Trial 1. Would the distance
traveled in the rough section by the new disk be greater than, less than, or the same as the distance traveled by the
original disk in Trial 1? Explain your reasoning.

Students derive the following equation, which may or may not be correct, to describe the distance traveled by

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the original disk on the rough section: , where is the average force exerted by the sensor, is
the time that the disk is in contact with the sensor, (mu) is the coefficient of kinetic friction, and is the mass
of the disk.

(d) Without algebraic manipulation of equations or attempting to derive this equation, indicate whether the above
equation is consistent with your answer in part (b). Explain your reasoning.

A student measures the distance that the disk travels while in contact with the force sensor in Trial 1. The disk
then travels a distance along the rough section. The student claims that if a force with twice the magnitude of
the original force was exerted on the disk for a distance , the disk would travel a distance in the rough
section.

(e) Is the above claim correct or incorrect? Justify your answer without citing or manipulating equations.

The student finds the following equation on the Internet describing the relationship between the magnitude of
the force exerted on the disk, the distance the disk is pushed, and the distance it slides in the rough section:
, where is a constant with appropriate units.

(f) Indicate whether or not the equation above is consistent with your statement in part (e) relating and .
Explain your reasoning.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating that the impulse or or area under the curve is the impulse or change
in momentum
OR
For recognizing that the acceleration can be determined from the force.
1 point is earned for correctly indicating the area is equal to the or or
OR
For addressing that the mass value is the same or need not be known.
1 point is earned for indicating that both disks have the same change in momentum
OR
For correct application of kinematics including the use of the time.

Example Response:

The area under each curve is the change in momentum, and since both graphs have the same area under the curve,
, both have the same change in momentum.

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OR

The change in momentum is the same for both pucks because the same average force was applied to the same mass for the
same time frame causing the same launch velocity.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the disk experiences the same frictional force in both trials, so the
acceleration will be the same for both disks.
1 point is earned for a correct relationship between the speed OR momentum OR kinetic energy and the
distance traveled in the rough section consistent with their answer to part (a).

Example Response:

Both disks experience the same frictional force in both trials, so the acceleration will be the same for both disks, and since
both disks start with the same initial speed, they will slide the same distance.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating both disks would have the same launch speed with the same force over
the same time interval.
OR
For indicating that both disks will have the same kinetic energy OR momentum when a force is applied
over the same time.
1 point is earned for indicating that the surface area of the disk does not affect the frictional force.
1 point is earned for indicating that the new block will travel the same distance before stopping.

Example Response:

Both disks will have the same launch speed because they experience the same force and have the same mass. The surface
area of the disks does not affect the frictional force, so the new block will travel the same distance before stopping.

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Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for an answer consistent with part (b), with an attempt to use the functional dependence
of D on and/or t.
1 point is earned for correct reasoning (i.e., that is the same in both trials, so D is the same).

Example Response:

The equation is consistent with my reasoning in part (b). In the equation D is proportional to the square of the product of
times t, which is the same for both trials, so D is the same.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

Correct answer: “Correct”.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating a disk that is pushed with twice the force will have twice the original
energy.
1 point is earned for a correct application of conservation of energy or work.
1 point is earned for indicating that since the work to stop the disk is also proportional to the distance to
stop it, the disk will travel twice the distance before stopping.

Example Response:

A disk that is pushed from rest with twice the force for the same distance will have twice the work done one it, and so will
have twice the original energy. The work done to stop the disk is equal to the energy that the disk has after being pushed.
Work is also proportional to the distance to stop it; the new disk will travel twice the distance before stopping.

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating the equation is consistent with their statement in part (e) AND an attempt
at a justification using functional dependence.
1 point is earned for correctly indicating D is proportional to F.

Example Response:

The given equation is consistent with my reasoning in part (e). Because D in the equation is directly proportional to F,
pushing with twice the force will result in a distance D that is twice as large.

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16. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

Students use a force sensor to push a disk of mass across a horizontal table. The force sensor pushes the disk
with a force of constant magnitude over a short time interval. The magnitude of the force and the duration of the
time interval can be set by the students. After being pushed by the sensor, the disk first slides along a surface with
negligible friction and then enters a rough section where friction is not negligible, as shown above.

The students perform two trials in which the magnitude of the force exerted by the force sensor and the time
interval are different. They create the graphs of force as a function of time shown below. The disk enters the rough
surface in each trial after .

(a) In which of the two trials, if either, is the speed of the disk the greatest at time 0.5 seconds? Explain your
reasoning.

(b) In both trials, the disk comes to rest in the rough section before reaching the edge of the table. In which trial, if
either, does the disk travel a greater distance in the rough section? Explain your reasoning.

(c) The students repeat Trial 1 with a disk that is made from the same material as the original disk but that is more
massive. The same force is exerted on the more massive disk over the same time interval as in Trial 1. Would the
distance traveled in the rough section by the more massive disk be greater than, less than, or the same as the
distance traveled by the original disk in Trial 1? Explain your reasoning.

Students derive the following equation, which may or may not be correct, to describe the distance traveled by

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the original disk on the rough section: , where is the force exerted by the sensor, is the time that
the disk is in contact with the sensor, (mu) is the coefficient of kinetic friction, and is the mass of the disk.

(d) Without algebraic manipulation of equations or attempting to derive this equation, indicate whether the above
equation is consistent with your answer in part (b). Explain your reasoning.

A student measures the distance that the disk travels while in contact with the force sensor in Trial 1. The disk
then travels a distance along the rough section. The student claims that if the same force is exerted on the disk
for a distance , the disk would travel a distance in the rough section.

(e) Is the above claim correct or incorrect? Justify your answer without citing or manipulating equations.

The student finds the following equation on the Internet describing the relationship between the distance the
disk is pushed and the distance it slides in the rough section: , where is a constant with
appropriate units.

(f) Indicate whether or not the equation above is consistent with your statement in part (e) relating and .
Explain your reasoning.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating that trial 1 has the graph with the greatest area under the curve OR
impulse OR OR addressing the numerical values of vs
OR
For recognizing that the acceleration can be determined from the force.
1 point is earned for indicating the area represents the change in momentum
OR
For addressing that the mass value is the same OR need not be known
1 point is earned for relating the greatest change in momentum to the greatest change in speed
OR
For correct application of kinematics including the use of the time.

Example Response:

Trial 1 has the biggest area under the curve, and since the area under a force vs time graph is impulse or change in
momentum, the trial with the biggest area will have the biggest change in momentum. Both disks start at rest so the disk
with the biggest change in momentum has the biggest change in speed.

OR

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Because the mass of the puck in both trials is the same, the trial with the largest force has the largest acceleration. Since
both pucks start at rest, the puck with the largest acceleration will have the largest speed when pushed for the same
amount of time.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the disk experiences the same frictional force in both trials, so the
acceleration will be the same for both disks.
1 point is earned for a correct relationship between the speed OR momentum OR kinetic energy and the
distance traveled in the rough section consistent with their answer to part (a).

Example Response:

In both trials the disk experiences the same frictional force, so the acceleration is the same in both trials. The puck with
the greatest launch speed travels the furthest before coming to rest because it will take a longer time to stop with the same
acceleration.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating a more massive disk would have a smaller launch speed OR momentum
with the same force over the same time interval
OR
For indicating that a more massive disk will have less kinetic energy when a force is applied over the
same time.
1 point is earned for indicating that the mass of the disk does not affect the distance traveled in the rough
section.
1 point is earned for indicating that the more massive block will travel less far before stopping.

Example Response:

The more massive disk will have a smaller launch speed after being pushed with the same force for the same time. The
pucks will have the same acceleration in the rough section of the track, regardless of the mass, so the more massive block

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will not travel as far before stopping.

OR

The disk would have less kinetic energy over the same time frame, because the force would be applied over a smaller
distance. Since the masses are equal, the on the disks would be the same in the rough patch, for a disc with less kinetic
energy entering the rough region, and experiencing the same , the disk would not go as far.

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for an answer consistent with part (b), with an attempt to use the functional dependence
of D on F and/or t.
1 point is earned for correct reasoning (i.e., that is greater in trial 1, so D is greater).

Example Response:

The equation is consistent with my answer to part (b). D increases with the product , so if this product increases, the
distance D will also increase.

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for indicating a disk that is pushed for twice the original distance will have twice the
original energy.
1 point is earned for a correct application of conservation of energy or work.
1 point is earned for indicating that since the work to stop the disk is also proportional to the distance to
stop it, the disk will travel twice the distance before stopping.

Example Response:

A disk that is pushed from rest for twice the original distance will have twice the work done on it and so will have twice
the energy. The work done to stop the disk is equal to the energy that the disk has after being pushed. Work is also
proportional to the distance to stop it; the disk will travel twice the distance before stopping.

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Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for indicating that the equation is not consistent (or consistent) with their statement in
part (e) AND an attempt at justification using functional dependence.
1 point is earned for correctly indicating that D is proportional to x.

Example Response:

The given equation is not consistent with my statement in (e). In the equation D is directly proportional to x squared. But
in part (e) I stated that if the distance x doubles, D will also double.

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17. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

A dart with mass is launched toward a block of mass that is suspended from a string of length L, as shown
at left above. The dart is moving horizontally with speed v immediately before it strikes the block and remains
embedded. The dart-block system then swings up to a point at which its center of mass reaches a maximum height
H above its starting position, as shown at right above. The block’s mass is greater than the dart’s mass .

(a) Indicate which object, if either, experiences a net horizontal force of larger magnitude during the collision. If
the net horizontal force is the same magnitude for both objects, state this explicitly. Briefly explain your
reasoning.

(b) If the experiment was repeated with a dart with the same horizontal speed but with mass smaller than , how
would the maximum height reached by the center of mass of the dart-block system compare to H ? Explain your
response without deriving or manipulating equations.

Two students are discussing the motion of the dart-block system at the instant it first reaches a height of , and
they make the following statements:

Student 1: When the dart-block system is at a height of , the kinetic energy of the system is half of its
maximum value, and therefore the speed of the system is half of its maximum speed.

Student 2: When the dart-block system reaches a height of , the centripetal force is equal to the tension in
the string. Therefore, the acceleration of the system must point toward the fixed end of the string.

(c) Which underlined phrase or phrases, if either, are correct about student 1's statement? If neither phrase is
correct, write "none."

(d) Which underlined phrase or phrases, if either, are incorrect about student 1's statement? If neither phrase is
incorrect, write "none."

(e) Which underlined phrase or phrases, if either, are correct about student 2's statement? If neither phrase is
correct, write "none."

(f) Which underlined phrase or phrases, if either, are incorrect about student 2's statement? If neither phrase is
incorrect, write "none."

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(g) The students correctly derive an equation for the maximum height: . Explain how this
equation supports your claim in part (b).

(h) Could the masses of the dart and block both be changed so that the maximum height H reached by the dart-
block system would remain the same as in the original setup? Justify your answer by referring to the equation in
part (g).

After the collision, the dart-block system is then allowed to swing freely, and the students produce the graph
shown below at left, labeled Group 1, of the vertical position of the center of mass of the dart-block system as a
function of time. A second group of students makes a single change to the setup and then repeats the experiment.
Their graph, labeled Group 2, of the vertical position of the center of mass of the dart-block system as a function
of time is shown below at right.

(i) Indicate the single difference in either the dart mass or the string length between group 1's setup and group 2's
setup that could lead to the difference between the two graphs. Justify your answer.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a statement that both objects experience the same net force because of Newton’s
third law.

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Example Response:

Both the dart and the block experience the same force because they exert equal and opposite forces on each other because
of Newton’s third law.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a statement that the final height is smaller.

1 point is earned for a statement of conservation of momentum to indicate that the final speed of the dart-
block system is smaller AND an indication of conservation of energy leading to a smaller height.

Example Response:

Because the momentum of the dart before the collision must be equal to the momentum of the dart-block system after the
collision, a smaller dart mass (a smaller dart momentum) will lead to a smaller dart-block speed after the collision (a
smaller dart-block momentum). Because the dart-block is traveling slower after the collision, it has less kinetic energy
which means that the dart-block will not swing as high.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a correct statement and no incorrect statements.

Example Responses:

Student 1 is correct in saying that the kinetic energy of the system is half of its maximum at .

OR

The first statement

Part D

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Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for an incorrect statement and no correct statements.

Example Responses:

Student 1 is incorrect in saying that the speed of the system is half of its maximum speed

OR

The second statement

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating student 2 has no correct statements.

Example Response:

None

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating both of Student 2’s statements are incorrect.

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Example Responses:

Student 2 is incorrect in saying that centripetal force is equal to the tension in the string, AND incorrect in saying that the
acceleration of the system must point toward the center of the circle.

OR

Both statements

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a statement including functional dependence of the variables.

1 point is earned for correctly asserting that as the mass of the dart decreases in the equation H also
decreases.

Example Response:

This equation matches my reasoning in part (b)– if the mass of the dart decreases, the height of the swing decreases
because a decrease in the mass of the dart means an increase in the ratio , which is in the
denominator of the expression.

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for “yes”, with an attempt at explanation.

1 point is earned for a statement that both either increase or decrease.
1 point is earned for a statement indicating the factor in increase/decrease (or ratio of masses) is the
same.

Example Response:

Yes, if the masses were both doubled, the maximum height would still be H – it works as long as the masses both increase
by the same factor .

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Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for recognizing that the amplitude of the graph for group 2 is larger.
1 point is earned for a statement discussing the dependence of amplitude on dart mass.
1 point is earned for indicating that the mass of the dart could be larger.

Example Response:

If group 2 used a dart with a larger mass, the dart would have had more momentum, and so the dart-block system would
have gone higher (making the amplitude larger), but the string length is the same and so the period would still be the
same.

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18. Show all your work for each part of the question. The parts within the question may not have equal weight.

A group of students conduct an experiment to verify the magnitude of the acceleration due to gravity . The group
places a cart with very small wheels at one end of a horizontal section of a track that smoothly transitions into a
sloped section as shown in Figure . A force is momentarily exerted on the cart, after which the cart moves with a
constant speed toward the sloped section. All frictional forces are negligible.

(a) Describe a procedure for collecting data that can be graphed to determine the magnitude of the acceleration
due to gravity . Include any steps necessary to reduce experimental uncertainty.

(b) Describe how the data collected in part (a) could be graphed and describe how that graph would be analyzed
to determine the magnitude of the acceleration due to gravity .

In a second experiment, the group attaches a fan to the top of the cart and places the fan-cart system on an inclined
track where the angle of the track above the horizontal can be adjusted as shown in Figure . The group is to
experimentally determine the magnitude of the force exerted by air on the fan-cart. The force of air exerted on
the fan-cart may be assumed to always be parallel to the motion of the fan-cart. The group measures the mass of
the fan-cart to be .

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The following table contains data of the acceleration of the fan-cart when the track is set to different angles above
the horizontal.

Angle Acceleration

(c) The students correctly determine that the relationship between the angle of the ramp and the acceleration of
the cart is given by . The students create a graph with plotted on the horizontal axis.

i. Indicate which measured or calculated quantity could be plotted on the vertical axis to yield a linear graph
that could be used to calculate the force of the air on the fan-cart. Use the blank columns to list any
quantities you will graph other than the data provided

Vertical axis: __________ Horizontal axis:

ii. On the graph shown in Figure , plot the quantities indicated in part (c)(i) to create a graph that can be used
to determine force of the air on the fan-cart. Clearly label the vertical axis, including units.

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iii. Draw a straight best-fit line for the data graphed in part (c) ii.

(d) Calculate the magnitude of the force exerted on the fan-cart by the air using the best-fit line that you drew
on Figure in part (c)(iii).

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

One point is earned for a procedure that indicates either ONE of the following as a reasonable method of
reducing experimental uncertainty:

◦ Repeating the measurements at different heights/initial speeds

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◦ Repeating measurements of the same height/initial speed

One point is earned for a procedure that indicates quantities that can be used to verify the magnitude of
the acceleration due to gravity . For example, initial speed of the cart and the maximum height of the
cart on the ramp.

Example Response:

Quantities to be measured: Maximum height of the block, speed of block at base of incline.

Procedure:

Place a motion detector at the far end of the horizontal section of the track. Give the cart a quick push so that it moves
toward the sloped portion of the track. Measure the speed of the cart before the system transitions onto the sloped
section of the track. Measure the vertical height above the horizontal section of the track at the location where the cart
momentarily comes to rest. Repeat the experiment multiple times by placing the cart the same distance from the sloped
section and providing the same quick force to the cart. Repeat several more times with different initial speeds of the cart.

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

One point is earned for an analysis that involves a graph that could be used to determine the acceleration
due to gravity.
Scoring Note: The graph does not have to be linear to earn this point.
One point is earned for a correct analysis of the graph that would lead to a determination of the
acceleration due to gravity.

Example Response:

Graph data of velocity-squared as a function of the height. The acceleration due to gravity will be equal to one-half times
the slope of the best-fit line.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4

The response accurately includes all of the following criteria.

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One point is earned for listing a quantity that could be plotted on the vertical axis to produce a linear
graph that can be used to determine the force of the air on the cart.
Example Response:
Vertical axis: acceleration
Horizontal axis:
One point is earned for appropriately scaled and labeled graph
Scoring Note: This point can be earned for labels and plotted points that are consistent with the previous
part.
Scoring Note: There is no requirement that the graph uses half of the vertical and horizontal scales.
One point is earned for plotting data from the chart
Scoring Note: This point can be earned for labels and plotted points that are consistent with the previous
part.
One point is earned for a line that approximates the trend of the data
Scoring Note: This point can be earned for labels and plotted points that are consistent with the previous
part.

Example Response:

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2

The response accurately includes both of the following criteria.

One point is earned for correctly relating the vertical axis intercept of the line of best fit to the force
of the air on the fan-cart system.
One point is earned for calculating a value of the force of the air on the fan-cart system between

Scoring note: The vertical axis intercept must be used in the calculation. A correct value of the force of
the air with no calculation shown earns no points.

Example Response:

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19. This question is a long free-response question. Show your work for each part of the question.

Two carts, cart and cart , are initially at rest and placed next to each other on a horizontal track, as shown in
Figure 1. A switch on top of cart can be pressed so that a compressed spring inside of the cart expands and
pushes a plunger outward, causing the two carts to recoil, as shown in Figure 2. Both carts have identical but
unknown masses, . The carts are designed so that bars of additional but unknown mass can be added and
secured to the carts. A group of students are asked to determine the relationship of the momentum of the cart
–bar system to the momentum of the cart –bar system immediately after recoil. The students have access to
equipment that can be found in a typical school physics laboratory.

(a)

i. State a basic physics principle or law that the students could use to determine the relationship of the momentum
of the cart –bar system to the momentum of the cart –bar system immediately after recoil.

ii. Using the principle or law stated in part (a)(i), determine an equation for the relationship of the momentum of
the cart –bar system to the momentum of the cart –bar system immediately after recoil in terms of quantities
that can be obtained from measurements.

(b) Design an experimental procedure that the students could use to determine the relationship of the momentum
of the cart –bar system to the momentum of the cart –bar system immediately after recoil.

In the table below, list the quantities and associated symbols that would be measured in your experiment and the
equipment used to measure them. Also list the equipment that would be used to measure each quantity. You do not
need to fill in every row. If you need additional rows, you may add them to the space just below the table.

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Quantity to be Measured Symbol for Quantity Equipment for Measurement

Describe the overall procedure to be used, referring to the table. Provide enough detail so that another student
could replicate the experiment, including any steps necessary to reduce experimental uncertainty. As needed, use
the symbols defined in the table and/or include a simple diagram of the setup.

(c) How could the students graphically analyze the data from the procedure in part (b) to determine whether the
relationship of the momentum of the cart –bar system and the momentum of the cart –bar system immediately
after recoil is linear or nonlinear?

(d) Student 1 claims that the interaction between the carts is elastic. Student 2 claims the interaction between the
carts is inelastic. Indicate which student is correct, and why.

Part (a)i

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

Student response accurately includes the following criteria.

1 point is earned for indicating that the conservation of momentum applies to the situation.

Example Response:

Students should use the conservation to correctly determine the relationship between the momentum of cart X-bar system
to the momentum of the cart Y-bar system immediately after recoil.

Part (a)ii

The response earns one point for a valid equation that is consistent with (a)i, includes the conservation of momentum,
includes the speed of each cart after they recoil, and is conceptually relevant to the procedure described in part (b).

Example Response:

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Quantities “ ” and “ ” represent the masses of the respective cart-bar systems and “ ” and “ ” represent the
final velocities of the respective cart-bar systems.

0 1

Student response accurately includes the following criteria.

1 point is earned for a valid equation that is consistent with (a)i, includes the conservation of momentum,
includes the speed of each cart after they recoil, and is conceptually relevant to the procedure described
in part (b).

Example Response:

Quantities “ ” and “ ” represent the masses of the respective cart-bar systems and “ ” and “ ” represent the
final velocities of the respective cart-bar systems.

Part (b)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4 5 6

1 point is earned for listing relevant/appropriate equipment that matches the measured quantities.

1 point is earned for a plausible/practical way to collect the data necessary to determine the relationship
between the mass of the each cart-bar system and their respective speeds immediately after recoil.
1 point is earned for indicating that the mass of each cart-bar system should be measured for each cart-
bar combination of masses.
1 point is earned for indicating that at least one trial should be conducted where at least one bar is added
to cart X and that at least one trial should be conducted where at least one bar is added to cart Y.

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1 point is earned for indicating that the speed of each cart should be directly or indirectly measured
immediately after the recoil has occurred.
1 point is earned for attempting to reduce uncertainty (e.g., multiple trials, with some parameter either
fixed or varied -- e.g. “perform the same combination of masses for cart Xand cart Ymultiple times” -- as
appropriate).

Example Response:

1. An electronic balance should be used to measure the mass of cart X and cart Y.

2. Place a motion sensor along the same line as the direction of travel of cart X after the recoil so that data about the cart’s
speed (or velocity) as a function of time can be measured.

3. Place a motion sensor along the same line as the direction of travel of cart Y after the recoil so that data about the cart’s
speed (or velocity) as a function of time can be measured.

4. Place cart X and cart Y on the level surface and in contact such that the spring is completely compressed. Cart Y should
be oriented so that the plunger can apply a force onto cart X.

5. Press the switch that will allow the spring to expand.

7. Use the motion sensors to measure the speed (or velocity) of cart X and cart Y immediately after the collision.

7. To reduce error, perform steps 1 through 6 multiple times.

8. Repeat the experiment by adding at least one bar to cart X and measuring the mass of the cart X-bar system. To reduce
error, perform this trial multiple times.

9. Repeat the experiment by adding at least one bar to cart Y and measuring the mass of the cart Y-bar system. To reduce
error, perform this trial multiple times.

Part (c)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

Student response accurately includes all of the following criteria.

1 point is earned for indicating that the momentum of the cart Y-bar system immediately after the
collision can be graphed on the vertical axis.
1 point is earned for indicating that the momentum of the cart X-bar system immediately after the
collision can be graphed on the horizontal axis.
1 point is earned for indicating that the shape of the curve on the graph will indicate if the relationship is
linear or nonlinear.

Example Response:

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Students should graph the momentum of the cart Y-bar system immediately after the collision on the vertical axis and the
momentum of the cart X-bar system immediately after the collision on the horizontal axis. Then the shape of the curve of
the graph will help the students determine if the relationship is linear or not.

Part (d)

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

Student response accurately includes the following criteria.

1 point is earned for indicating that the kinetic energy of the system containing both carts (with or
without bars) is not the same immediately before the recoil and immediately after the recoil.

Example Response:

The kinetic energy of each cart-bar system before the collision is zero, and after the plunger is pushed outward, the kinetic
energy of the each cart-bar system is non-zero. Since kinetic energy is not conserved in the collision, the collision must be
classified as inelastic.

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20.

The experimental apparatus shown in the figure above contains a pendulum consisting of a 0.66 kg ball attached to
a string of length 0.60 m. The pendulum is released from rest at an angle of 60 degrees and collides with a ball of
mass 0.22 kg initially at rest at the edge of a table. The 0.22 kg ball hits the floor a distance of 1.4 m from the edge
of the table.

a. Calculate the speed of the 0.66 kg ball just before the collision.

b. Calculate the speed of the 0.22 kg ball immediately after the collision.

c. Calculate the speed of the 0.66 kg ball immediately after the collision.

d. Indicate the direction of motion of the 0.66 kg ball immediately after the collision.

____ To the left ____ To the right

e. Calculate the height to which the 0.66 kg ball rises after the collision.

f. Based on your data, is the collision elastic?

____ Yes ____ No

Justify your answer.

Part A

One point is earned for work indicating use of conservation of energy

One point is earned for a correct expression for determining the vertical drop-distance

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One point is earned for substitution of a drop distance (other than 0.60 m) into a correct expression for the speed of the
0.66 kg ball just before the collision

0 1 2 3

The student earns all of the following points:

One point is earned for work indicating use of conservation of energy

One point is earned for a correct expression for determining the vertical drop-distance

One point is earned for substitution of a drop distance (other than 0.60 m) into a correct expression for the speed of the
0.66 kg ball just before the collision

Part B

The speed immediately after the collision equals the horizontal speed of the 0.22 kg ball as it leaves the table, which is the
horizontal distance it travels divided by the time it takes to fall.

One point is earned for a correct expression for the time it takes the 0.22 kg ball to fall

One point is earned for consistent substitution of the time into a correct expression for the speed of the 0.22 kg ball after

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the collision

One point is earned for the correct numerical value of the speed

0 1 2 3

The student earns all of the following points:

The speed immediately after the collision equals the horizontal speed of the 0.22 kg ball as it leaves the table, which is the
horizontal distance it travels divided by the time it takes to fall.

One point is earned for a correct expression for the time it takes the 0.22 kg ball to fall

One point is earned for consistent substitution of the time into a correct expression for the speed of the 0.22 kg ball after
the collision

One point is earned for the correct numerical value of the speed

Part C

One point is earned for work indicating use of conservation of momentum

One point is earned for consistent substitution of the answer from part (a) as v0.66i in a correct expression for v0.66f

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One point is earned for the correct numerical value of the speed

0 1 2 3

The student earns all of the following points:

One point is earned for work indicating use of conservation of momentum

One point is earned for consistent substitution of the answer from part (a) as v0.66i in a correct expression for v0.66f

One point is earned for the correct numerical value of the speed

Part D

One point is earned for indicating “To the right” as the direction of motion of the 0.66 kg ball after the collision

0 1

The student earns all of the following points:

One point is earned for indicating “To the right” as the direction of motion of the 0.66 kg ball after the collision

Part E

One point is earned for an appropriate conservation of energy statement

One point is earned for consistent substitution of v0.66f from part (c) into a correct expression for h′

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0 1 2

The student earns all of the following points:

One point is earned for an appropriate conservation of energy statement

One point is earned for consistent substitution of v0.66f from part (c) into a correct expression for h′

Part F

One point is earned for any indication of comparing kinetic energies of the system before and after the collision

One point is earned for calculating the two values of kinetic energy

msup
msup

One point is earned for indication that the difference in the kinetic energies means an inelastic collision

0 1 2 3

The student earns all of the following points:

One point is earned for any indication of comparing kinetic energies of the system before and after the collision

One point is earned for calculating the two values of kinetic energy

msup
msup

One point is earned for indication that the difference in the kinetic energies means an inelastic collision

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21. This question is a long free-response question. Show your work for each part of the question. (15 points, suggested
time 25 minutes)

A dart with mass is launched toward a block of mass that is suspended from a string of length L, as shown
above at left. The dart is moving horizontally with speed v immediately before it strikes the block and remains
embedded. The dart-block system then swings up to a point at which its center of mass reaches a maximum height
H above its starting position, as shown above at right. The block’s mass is greater than the dart’s mass .

(a) Indicate which object, if either, experiences an acceleration of larger magnitude during the collision. If the
acceleration is the same magnitude for both objects, state this explicitly. Briefly explain your reasoning.

(b) If the experiment were repeated with a block with mass greater than , how would the maximum height
reached by the center of mass of the dart-block system compare to H ? Explain your response without deriving or
manipulating equations.

Two students are discussing the tension in the string at the moment immediately after the collision and state the
following:

Student 1: The tension in the string immediately after the collision is greater than the weight of the dart-block
system because the acceleration is upward at that instant.

Student 2: The tension in the string is equal to the weight of the block-dart system because there is no vertical
acceleration immediately after the collision.

(c) Which underlined phrase or phrases, if any, are correct about student 1’s statement? If neither phrase is
correct, write “none.”

(d) Which underlined phrase or phrases, if any, are incorrect about student 1’s statement? If neither phrase is
incorrect, write “none.”

(e) Which underlined phrase or phrases, if any, are correct about student 2’s statement? If neither phrase is
correct, write “none.”

(f) Which underlined phrase or phrases, if any, are incorrect about student 2’s statement? If neither phrase is
incorrect, write “none.”

(g) The students correctly derive an equation for the maximum height: . Explain how this
equation supports your claim in part (b).

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(h) Consider the case in which the collision between the dart and the block is perfectly elastic (the dart bounces off
the block to the left). In this case, is the speed of the block immediately after the collision greater than, less than,
or the same as the speed of the block in the original case? Justify your answer.

After the collision, the dart-block system is then allowed to swing freely, and the students produce the graph
shown below at left, labeled Group 1, of the vertical position of the center of mass of the dart-block system as a
function of time. A second group of students makes a single change to the setup and then repeats the experiment.
Their graph, labeled Group 2, of the vertical position of the center of mass of the dart-block system as a function
of time is shown below at right.

(i) Indicate the single difference in either the dart speed or the string length between group 1’s setup and group 2’s
setup that could lead to the difference between the two graphs. Justify your answer.

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for a statement that the dart experiences the larger acceleration because it has the
smaller mass with equal force exerted on it because of Newton’s third law.

Example Response:

Both the dart and the block experience the same force because they exert equal and opposite forces on each other because
of Newton’s third law, however the mass of the dart is smaller and so experiences a larger acceleration.

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Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a statement that the final height is smaller.

1 point is earned for a statement of conservation of momentum to indicate that the final speed of the dart-
block system is smaller AND an indication of conservation of energy leading to a smaller height.

Example Response:

Because the momentum of the dart before the collision must be equal to the momentum of the dart-block system after the
collision, a larger block mass will lead to a smaller dart-block speed after the collision because of conservation of
momentum. Because the dart-block system is traveling slower after the collision, it has less kinetic energy which means
that the dart-block system will not swing as high.

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating both of Student 1’s statements are correct.

Example Responses:

Student 1’s entire statement is correct

OR

Both statements

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1

The response accurately includes

1 point is earned for indicating student 1 has no incorrect statements.

Example Response:

None

Part E

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating student 2 has no correct statements.

Example Response:

None

Part F

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1

The response accurately includes

1 point is earned for indicating both of Student 2’s statements are incorrect.

Example Responses:

Student 2’s entire statement is incorrect.

OR

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Both statements

Part G

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

1 point is earned for a statement including functional dependence of the variables.

1 point is earned for correctly asserting that as the mass of the block increases in the equation H
decreases.

Example Response:

This equation matches my reasoning in part b – if the mass of the block increases, the height of the swing decreases
because the mass of the block is in the denominator.

Part H

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for “greater”, with an attempt at an explanation.

1 point is earned for a statement indicating a larger change in momentum of the dart.
1 point is earned for a statement using conservation of momentum to show that the block momentum/
speed is greater.

Example Response:

When the dart bounces off the block, it has a larger change in momentum (going from v to instead of v to a smaller v),
which means that the block also has a larger change in momentum (since both objects receive the same impulse and
experience the same change in momentum). Because the block has a greater change in momentum, it has a larger speed
after the collision than in the original case.

Part I

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

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0 1 2 3

The response accurately includes all of the following criteria.

1 point is earned for recognizing that the amplitude of the graph for group 2 is smaller.
1 point is earned for a statement discussing the dependence of amplitude on dart momentum.
1 point is earned for indicating that the speed of the dart could be smaller.

Example Response:

If group 2 used a dart with a smaller initial speed, the dart would have had less momentum, and so the dart-block system
would not have gone as high (making the amplitude smaller), but the string length is the same and so the period would
still be the same.

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22. Show all your work for each part of the question. The parts within the question may not have equal weight.

Toy cars, and , of masses and , respectively, move at constant speeds and , respectively, toward
each other while on a horizontal track. At time , Car is located at position , as shown in the figure.
The toy cars collide and stick together at and continue moving on the track for times .

(a) The following axis shown represents possible positions for the cars during time interval , just
before the collision occurs. A segment of length represents the distance a car with speed would travel in .
For each time , , , , and , do the following.

Above the horizontal axis, draw a dot to indicate the position of Car .

Between each dot, draw a distinct arrow starting on, and pointing away from, the dot to indicate the velocity
vector of the car at that position.

Draw the relative lengths of all the arrows to reflect the relative magnitudes of all the velocities.

(b) Starting with conservation of momentum, derive an expression for the center of mass velocity of the two-
car system immediately after the cars collide. Express your answer in terms of , , and fundamental constants,
as appropriate. Begin your derivation by writing a fundamental physics principle or an equation from the reference
tables.

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(c) On the following grid, the momentum of Car as a function of time is already drawn for .

i. Sketch a line or a curve that represents the momentum of Car for .

ii. Sketch a line or curve that represents the momentum of the two-car system for time interval .

(d) i. Justify how one feature of the graph drawn in part (c) is consistent with the diagram drawn in part (a).

ii. Justify how one feature of the graph drawn in part (c) is consistent with the derivation in part (b).

Part A

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

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One point is earned for drawing 4 leftward arrows of equal length

Scoring Note: A response that includes a fifth arrow at the final position of Car also earns this point
One point is earned for a diagram in which the distance between the first and last dot is
One point is earned for indicating that the initial position of Car is

Example Response:

Part B

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3 4

The response accurately includes all of the following criteria.

One point is earned for a derivation that begins with conservation of momentum.
One point is earned for the correct substitutions of the masses and initial velocities, with appropriate
signs, into an expression of the initial momentum of the two-car system.
One point is earned for indicating that the mass of the two-car system is the sum of the masses of Car
and Car .
One point is earned for a correct final expression

Example Response:

Part C

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2 3

The response accurately includes all of the following criteria.

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One point is earned for a horizontal line at during the time interval
One point is earned for a horizontal line representing the momentum of the center of mass of the system
during the time interval seconds
One point is earned for a horizontal line during the time interval seconds with a value
equal to the initial momentum of the two-car system

Example Response:

Part D

Select a point value to view scoring criteria, solutions, and/or examples and to score the response.

0 1 2

The response accurately includes both of the following criteria.

One point is earned for a justification that includes how one feature of the graph drawn in part (c) is
consistent with the diagram drawn in part (a).

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Accept ONE of the following:

◦ The constant length of the arrows in part (a) is consistent with the horizontal line (constant slope
equal to ) drawn for Car from in part (c)

◦ The leftward arrows drawn in part (a) are consistent with the negative momentum line for Car
from drawn in part (c)

Example Response
The negative horizontal line drawn for Car in part (c) indicates that the momentum is constant for
time interval , which is consistent with part (a) where the arrows all had the same length
and pointed to the left.
One point is earned for a justification that includes ONE of the following:

◦ The constant value of derived in part (b) is consistent with the horizontal line (constant
slope equal to ) drawn for the two-car system from in part (c)

◦ The constant value for velocity derived in part (b) is consistent with the positive value of
momentum of the two-car system from drawn in part (c)

◦ The lines drawn in part (c) show that the momentum of the two-car system from
is equal to the total momentum of cars and from , which is consistent with the
derivation in part (b), which uses conservation of momentum to find the velocity of the
two-car system

Example Response:
The positive horizontal line drawn for the two-car system for in part (c) is consistent with the
derivation in part (b) in which the velocity of the two-car system is a constant positive value. The
graph from part (c) shows that the total momentum of both cars before the collision is equal to the total
momentum of the two-car system after the collision. This is consistent with the equation from part (b) that
was derived using conservation of momentum.

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23.

Two blocks A and B of equal mass m are on a frictionless track, as shown in the figure above. Block A, initially
moving with speed v1, has a perfectly elastic collision with block B. Block B has a speed v1 immediately after the
collision, and then it travels around a circular loop of radius R, where R is much larger than the size of the blocks.
The speed of block B at the top of the loop is vtop. Block B then slides up a ramp until it comes momentarily to
rest at a height h above the floor.

a. Derive an equation for the height h in terms of m, R, vtop. and g, as appropriate.

b. Suppose that the speed v1 of block A is doubled. Will the final height of block B be greater than, less
than, or equal to 2h?

_____Greater than 2h _____Less than 2h _____ Equal to 2h

Briefly explain how you arrived at your answer.

c. Blocks A and B (both of mass m) are moved to a different frictionless track, as shown above. Let vA be
the minimum initial speed for block A that allows block B to make it over the hump in the track. Block A
is then replaced with a larger block, block C, which has mass 2m, as shown below.

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Block C makes a completely inelastic collision with block B so that both blocks stick together and travel
along the track. What is the minimum initial speed vC that block C must have so that the two-block
system makes it over the hump? Express your answer in terms of vA.

Part A

1 point is earned: For using an equation expressing the conservation of energy

mgh = 2mgR + 1/2mvtop2 or mgh = (1/2)mv12 or mgh = (1/2)mv2

1 point is earned: For using two forms of energy when block B is at the top of the loop or using the initial kinetic energy

1 point is earned: For expressing the correct answer in terms of the listed quantities

0 1 2 3

Student response earns 3 of the following 3 point(s)

1 point is earned: For using an equation expressing the conservation of energy

mgh = 2mgR + 1/2mvtop2 or mgh = (1/2)mv12 or mgh = (1/2)mv2

1 point is earned: For using two forms of energy when block B is at the top of the loop or using the initial kinetic energy

1 point is earned: For expressing the correct answer in terms of the listed quantities

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Part B

1 point is earned: For a correct answer “Greater than 2h ” with an explanation

No point is earned for a correct selection without an explanation. If an incorrect answer is selected, the
following point for using conservation of energy can still be earned.

1 point is earned: For using an equation or semi-quantitative reasoning expressing the conservation of energy Note:
“semi-quantitative reasoning” here includes reasoning in terms of proportionality, squared relationships, etc.

mgh = 1/2 mv12

h = v12/2g

0 1 2

Student response earns 2 of the following 2 point(s)

1 point is earned: For a correct answer “Greater than 2h ” with an explanation

No point is earned for a correct selection without an explanation. If an incorrect answer is selected, the
following point for using conservation of energy can still be earned.

1 point is earned: For using an equation or semi-quantitative reasoning expressing the conservation of energy Note:
“semi-quantitative reasoning” here includes reasoning in terms of proportionality, squared relationships, etc.

mgh = 1/2 mv12

h = v12/2g

Part C

Correct answer: VC = 3/2VA

Note: there is no “answer point”, so no credit is awarded for an answer with no work shown

1 point is earned: For using momentum conservation to relate the speeds before and after the completely inelastic
collision between blocks B and C

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2mvC = (2m +m)VBC = 3 mvBC, where vBC is the speed of blocks B and C after the collision

2vC = 2vBC

1 point is earned: For setting the speed of blocks B and C after the collision equal to the speed of block B after its elastic
collision with block A, in order for blocks B and C to make it over the hump.

2vC = 3vA

vC = 3/2vA

0 1 2

Student response earns 2 of the following 2 point(s)

Correct answer: VC = 3/2VA

Note: there is no “answer point”, so no credit is awarded for an answer with no work shown

1 point is earned: For using momentum conservation to relate the speeds before and after the completely inelastic
collision between blocks B and C

2mvC = (2m +m)VBC = 3 mvBC, where vBC is the speed of blocks B and C after the collision

2vC = 2vBC

1 point is earned: For setting the speed of blocks B and C after the collision equal to the speed of block B after its elastic
collision with block A, in order for blocks B and C to make it over the hump.

2vC = 3vA

vC = 3/2vA

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24.

Cart A has mass M and is released from rest at a height 2H on a ramp making an angle 2θ with the horizontal, as
shown above. Cart B has mass 2M and is released from rest at a height H on a ramp making an angle θ with the
horizontal. The carts roll toward each other, have a head-on collision on the horizontal portion of the ramp, and
stick together. The masses of the carts’ wheels are negligible, as are any frictional or drag forces.

a. Indicate whether the carts remain at rest, move to the left, or move to the right after the collision.

____ Remain at rest ____ Move to the left ____ Move to the right

Explain how you arrived at your answer.

b. Consider the time interval from when the two carts are released until just after they collide.

i. For the system consisting of the two carts and Earth, indicate whether the total mechanical
energy increases, decreases, or remains the same.

____ Increases ____ Decreases ____ Remains the same

Justify your answer.

ii. For the system consisting of only the two carts, indicate whether the total mechanical energy
increases, decreases, or remains the same.

____ Increases ____ Decreases ____ Remains the same

Justify your answer.

Part A

1 point is earned: For any application of conservation of energy

1 point is earned: For correctly applying conservation of energy for each cart

1 point is earned: For any application of conservation of momentum

Example 1: The contributions of each cart to the potential energy of the carts-Earth system when the carts are at
their points of release are the same, because one has twice the height and one has twice the mass of the other.
All this potential energy is converted into kinetic energy when the carts reach the bottom of the ramp, so the

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carts have the same kinetic energy there. This means that the speed of cart A is 1.4 times the speed of Cart B.
Before the collision, cart A has a momentum of about 1.4Mv to the right; cart B has a momentum of 2Mv to the
left. The net momentum is to the left, so after the collision the carts move left

Example 2:

One earned point is deducted for any incorrect use of ramp angles.

0 1 2 3

Student response earns 3 of the following 3 point(s)

1 point is earned: For any application of conservation of energy

1 point is earned: For correctly applying conservation of energy for each cart

1 point is earned: For any application of conservation of momentum

Example 1: The contributions of each cart to the potential energy of the carts-Earth system when the carts are at
their points of release are the same, because one has twice the height and one has twice the mass of the other.
All this potential energy is converted into kinetic energy when the carts reach the bottom of the ramp, so the
carts have the same kinetic energy there. This means that the speed of cart A is 1.4 times the speed of Cart B.
Before the collision, cart A has a momentum of about 1.4Mv to the right; cart B has a momentum of 2Mv to the
left. The net momentum is to the left, so after the collision the carts move left

Example 2:

One earned point is deducted for any incorrect use of ramp angles.

Part B

Part(i)

1 point is earned: For indicating that no energy is gained as the carts move down the ramps, or using the result of the

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reasoning in part (a) regarding the energy for this part of the motion

1 point is earned: For indicating that energy is dissipated in the collision and a comparison of initial and final energies
consistent with the students’ assumptions about energy before the collision

Part(ii)

1 point is earned: For indicating that the initial mechanical energy of the carts is zero

1 point is earned: For a comparison with the energy after the collision consistent with previous responses

Example: When the carts are released, they have no mechanical energy, since they are not moving. After the collision, the
carts have kinetic energy. The total mechanical energy of the cart-cart system increases.

Alternate solution

1 point is earned: For identifying gravitational force as the only external force doing work

1 point is earned: For correct use of the work-kinetic energy theorem

Example: For the system of just the two carts, there is no initial mechanical energy, since the carts are at rest.
The gravitational force exerted on the carts by Earth is the only external force doing work, and the work on the
system is positive. So the kinetic energy of the system increases, which increases the total mechanical energy

0 1 2 3 4

Student response earns 4 of the following 4 point(s)

Part(i)

1 point is earned: For indicating that no energy is gained as the carts move down the ramps, or using the result of the
reasoning in part (a) regarding the energy for this part of the motion

1 point is earned: For indicating that energy is dissipated in the collision and a comparison of initial and final energies
consistent with the students’ assumptions about energy before the collision

Part(ii)

1 point is earned: For indicating that the initial mechanical energy of the carts is zero

1 point is earned: For a comparison with the energy after the collision consistent with previous responses

Example: When the carts are released, they have no mechanical energy, since they are not moving. After the collision, the
carts have kinetic energy. The total mechanical energy of the cart-cart system increases.

Alternate solution

1 point is earned: For identifying gravitational force as the only external force doing work

1 point is earned: For correct use of the work-kinetic energy theorem

AP Physics 1 Page 121 of 122

 Scoring Guide

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Example: For the system of just the two carts, there is no initial mechanical energy, since the carts are at rest.
The gravitational force exerted on the carts by Earth is the only external force doing work, and the work on the
system is positive. So the kinetic energy of the system increases, which increases the total mechanical energy

Page 122 of 122 AP Physics 1