To use this page:

Step 1 - Try the Free Response Question (FRQ) on your own. (10-25 min)

Step 2 - Look below for HINTS on this FRQ. ACTIVELY check over your work to see how the hints change your approach. If possible DISCUSS with your team how the hints affect your thinking. (10 - 20 min)

Step 3 - Ask for a scoring guide, and grade your own work. Assign point values, and give yourself a score. (10 - 15 min)

Step 4 - On a second copy of the FRQ (or blank paper) - use the scoring guide to write out work that fulfills as many points as you can. (10-15 min)

★ Circuits A: "Four Identical Resistors"

HINT 1: On a whiteboard OR in pencil, annotate for VOLTAGE *and* CURRENT for each circuit. Prepare to do lots of erasing and correct as you work through it.

★ Instead of just using H-M-L for PD, assign a value to the PD across the battery (try 10V), and annotate with voltage. Remember: R = PD / I is the same for each resistor - less current through a resistor means less PD across that resistor. JUSTIFY differences in PD by referring to differences in current.

HINT 2: AFTER you've tried annotating on your own, CLICK HERE for a *partially* complete annotated circuit diagram for the first circuit, to get you started. When you have BOTH circuits annotated, compare the PD values (D = "difference!") to answer each question. JUSTIFY by explaining the change in PD that you see on your diagrams.

If you're super-stuck, try watching DCC 9 about "The Infamous Bulb X"

★ Circuits B: "3 Circuits Shown Above"

HINT 1: Assuming a 10V difference across the battery, annotate the drawings for PD and current. Use the phrases "voltage divider" and "current divider" in your answer to Part (a). Avoid using the term "pressure" - instead use "voltage" or "electric potential".

HINT 2: For part b, you can make a solid argument about which battery will die down by discussing the TOTAL CURRENT through each circuit - referring specifically to each path. If you want to make a water-tight connection between current and energy, use the TWO algebraic models on the equation sheet that include Power: P = IV and P = ∆E / ∆t - use these to write a sentence connecting "usable energy" to current.

★ Energy A: Low-Friction Slide

HINT 1: At its core, this is an energy problem - state *clearly* how comparing energy justifies one answer over another. Also, what data in the diagrams helps you to compare the time each block is in the air?

HINT 2: For part i - see Hint 1. For part ii, use some intuition about the average speed during the incline. SKETCH a velocity graph for each slide to support your point, and explain WHY you drew each graph this way.

★ Energy B: New Kind of Toy

HINT 1: What quantity related to energy is *easiest* to measure here? Describe *specifically* what equipment you would use and how you would use it, with a level of detail that seems silly. SHOW OFF your experimental design skills - controlled variables, range of IV and DV, etc.

HINT 2: For part b, read and reread the "student's hypothesis". To help think it through, try sketching an example of a graph or data table that fits BOTH parts of this hypothesis.

a) If you choose to represent using a DV vs. IV graph, SHOW OFF your slope interpretation skills - discuss how the slope of the graph (or the ratio of DV to IV) connects to energy transfer in the bounce - for BOTH parts of the hypothesis.

b) If you choose to represent using bar charts, *describe* Moment A and Moment B explicitly for at least two situations.

HINT 3: Newsflash - it helps to use conservation of energy here. For part c, CLEARLY present representations that violate conservation of energy, and state explicitly WHY they show this.

★ Motion A: Car vs. Truck

HINT 1: Physics is about using simple models - what do CVM (truck) and CAM (car) look like on a VELOCITY graph? Interestingly - the displacement of an object is equal to the area enclosed by the velocity graph - how can you draw your truck rectangle and car triangle so they have equal area?

In the "Two students" section, SHOW OFF your refute claims skills - make your justification SPECIFIC and connect to the EVIDENCE (velocity graph!!)

HINT 2: For Part (c) - to get started try applying ANY of the top three algebraic models on the "AP Physics 1 Equations" sheet, and solve for a. Only ONE of these will allow you to solve in terms of D and vt like the question asks, but you can get some credit for a partially correct solution.

HINT 3: For part (d) - again, focus on the velocity graph - at what t value does the velocity of the car equal that of the truck? Pretty good justification - refer to the velocity graph specifically.

Crazy good justification (TOUGHER) - If you sketch the graphs so the truck's rectangle and the car's triangle have EQUAL AREA ( distance), how can you *prove* the claim about t above?