2000 Physics B Solutions - College Board
AP? Physics B
2006 Scoring Guidelines
Form B
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AP? PHYSICS B
2006 SCORING GUIDELINES (Form B)
General Notes About 2006 AP Physics Scoring Guidelines
1.
The solutions contain the most common method of solving the free-response questions and the
allocation of points for this solution. Some also contain a common alternate solution. Other methods of
solution also receive appropriate credit for correct work.
2. Generally, double penalty for errors is avoided. For example, if an incorrect answer to part (a) is
correctly substituted into an otherwise correct solution to part (b), full credit will usually be awarded.
One exception to this may be cases when the numerical answer to a later part should be easily
recognized as wrong, e.g., a speed faster than the speed of light in vacuum.
3. Implicit statements of concepts normally receive credit. For example, if use of the equation expressing a
particular concept is worth 1 point, and a student¡¯s solution contains the application of that equation to
the problem but the student does not write the basic equation, the point is still awarded. However, when
students are asked to derive an expression, it is normally expected that they will begin by writing one or
more fundamental equations, such as those given on the AP Physics exam equation sheet. See pages
21¨C22 of the AP Physics Course Description for a description of the use of such terms as ¡°derive¡± and
¡°calculate¡± on the exams, and what is expected for each.
4. The scoring guidelines typically show numerical results using the value g = 9.8 m s 2 , but use of
10 m s 2 is of course also acceptable. Solutions usually show numerical answers using both values
when they are significantly different.
5.
Strict rules regarding significant digits are usually not applied to numerical answers. However, in some
cases answers containing too many digits may be penalized. In general, two to four significant digits are
acceptable. Numerical answers that differ from the published answer due to differences in rounding
throughout the question typically receive full credit. Exceptions to these guidelines usually occur when
rounding makes a difference in obtaining a reasonable answer. For example, suppose a solution requires
subtracting two numbers that should have five significant figures and that differ starting with the fourth
digit (e.g., 20.295 and 20.278). Rounding to three digits will lose the accuracy required to determine the
difference in the numbers, and some credit may be lost.
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AP? PHYSICS B
2006 SCORING GUIDELINES (Form B)
Question 1
15 points total
(a)
Distribution
of points
3 points
For a line that is close to all of the data points
For a smooth curve
For a nonlinear curve that is concave up
(b)
1 point
1 point
1 point
2 points
1 2
gt
2
For a correct pair of quantities, expressed in terms of D and t, that will yield a straight line
Distance and time are related by the equation D =
Examples: D and t
2
OR
2 points
D and t
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AP? PHYSICS B
2006 SCORING GUIDELINES (Form B)
Question 1 (continued)
Distribution
of points
(c)
4 points
For correctly scaling and labeling the horizontal axis for a quantity cited in part (b)
For correctly scaling and labeling the vertical axis for a quantity cited in part (b)
For a reasonably correct plotting of the data
For a reasonably straight line through the data points
1 point
1 point
1 point
1 point
Example graphing D versus t 2 :
Note: If part (b) contains incorrect variables and they are correctly graphed in part (c),
a maximum of 2 points could be earned.
(d)
3 points
For determining the slope of the line drawn on the graph
(2.0 - 0.1) m
1.9 m
Using the example graph above, slope =
=
= 4.9 m s2
2
2
0.39 s
(0.41 - 0.02 ) s
For an expression relating g to the slope
1
1
In the example given, D = gt 2 , so g = slope
2
2
1 point
For a value of g in the range 9-11 m s2
1 point
(
1 point
)
In the example given, g = 2 4.9 m s2 = 9.8 m s2
(e)
3 points
For a good, specific improvement
For an explanation of how this would improve accuracy
Example: Do several trials for each value of D and take averages. This reduces personal
and random error.
One point could be earned for less appropriate or less specific answers, for example ¡°do
trials in a vacuum¡± or ¡°cut down on air resistance.¡±
2 points
1 point
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