Translational Kinetic Energy & Potential Energy (College Board AP® Physics 1: Algebra-Based): Exam Questions

1 hour24 questions
1a
Sme Calculator
1 mark

Define the term translational motion.

1b
Sme Calculator
1 mark

Define the term translational kinetic energy.

1c
Sme Calculator
1 mark

Describe qualitatively the relationship between translational kinetic energy and the mass of the moving object.

1d
Sme Calculator
1 mark

Describe qualitatively the relationship between translational kinetic energy and the velocity of the moving object.

Did this page help you?

2a
Sme Calculator
1 mark

Name one example of a type of potential energy.

2b
Sme Calculator
2 marks

Describe the two conditions which must be met for a system to have potential energy.

2c
Sme Calculator
3 marks

A student makes the following claim:

"The potential energy of a system is path independent."

Indicate whether the student is correct or incorrect.

⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ correct‎ ‎ ‎‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ incorrect

Justify your reasoning.

Did this page help you?

3a
Sme Calculator
1 mark

Define elastic potential energy.

3b
Sme Calculator
2 marks

A spring is one example of an object that can store elastic potential energy.

Describe the properties of an ideal spring.

3c
Sme Calculator
1 mark

Describe qualitatively the relationship between elastic potential energy and the spring constant of the material.

3d
Sme Calculator
1 mark

Describe qualitatively the relationship between elastic potential energy and the extension or compression distance of the material.

Did this page help you?

4a
Sme Calculator
2 marks

On the diagram in Figure 1, draw lines to represent the gravitational field lines around the Earth.

Simple black outline of a circle centred on a white background, representing the Earth.

Figure 1

4b2 marks

On the diagram in Figure 2, draw lines to represent the gravitational field lines at the surface of the Earth.

A thin, black horizontal line representing the surface of the Earth.

Figure 2

4c
Sme Calculator
2 marks

A student makes the following claim:

"The gravitational field around the Earth is nearly constant at all points."

Indicate whether the student is correct or incorrect.

⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ correct‎ ‎ ‎‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ incorrect

Justify your reasoning using your sketches from parts a) and b).

4d
Sme Calculator
2 marks

Describe qualitatively the relationship between the change in gravitational potential energy at the Earth's surface and the height through which an object moves.

Did this page help you?

5a
Sme Calculator
1 mark

State the equation used for gravitational field strength when the moving object is so far from the Earth's surface that the field strength can no longer be approximated to be constant.

5b
Sme Calculator
4 marks

A student makes the following claim:

"Absolute gravitational potential energy always has a positive value."

Indicate whether the student is correct or incorrect.

⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ correct‎ ‎ ‎‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ incorrect

Justify your reasoning.

5c
Sme Calculator
1 mark

A system contains a star and three planets.

Write an expression for the absolute gravitational potential energy of the system.

Did this page help you?

1
Sme Calculator
3 marks
Diagram of an inclined plane with angle θ and distance d between bumps, showing a trolley labelled M at the top. Note: Figure not to scale.

Figure 1

A long track, inclined at an angle theta to the horizontal, has small speed bumps on it. The bumps are evenly spaced a distance d apart, as shown in Figure 1. The track is actually much longer than shown, with over 100 bumps. A cart of mass M is released from rest at the top of the track. A student notices that after reaching the 40th bump the cart's average speed between successive bumps no longer increases, reaching a maximum value v subscript a v g end subscript. This means the time interval taken to move from one bump to the next bump becomes constant.

The student then increases the angle of incline of the ramp but everything else stays the same.

Indicate whether the maximum speed of the cart v subscript m a x space 2 end subscriptis greater than, less than or equal to that of the original ramp v subscript m a x space 1 end subscript.

⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ v subscript m a x space 2 end subscript space greater than space v subscript m a x space 1 end subscript‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ space v subscript m a x space 2 end subscript space equals space v subscript m a x space 1 end subscript ‎ ‎ ‎‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ v subscript m a x space 2 end subscript space less than space v subscript m a x space 1 end subscript

Use ideas about energy to justify your answer.

Did this page help you?

2a
Sme Calculator
3 marks
Diagram shows two blocks at height d on curved ramps on tables h; labelled Team 1 and Team 2. The trajectory of blocks differs between teams.

Figure 1

A physics class is asked to design a low-friction slide that will launch a block horizontally from the top of a lab table. Teams 1 and 2 assemble the slides as shown in Figure 1 and use identical blocks 1 and 2, respectively. Both slides start at the same height d above the tabletop. However, Team 2's table is lower than Team 1's table. To compensate for the lower table, Team 2 constructs the right end of the slide to rise above the table top so that the block leaves the slide horizontally at the same height h above the floor as does Team 1's block.

Both blocks are released from rest at the top of their respective slides. Block 1 lands a horizontal distance x subscript 1, and Block 2 lands a horizontal distance x subscript 2 from their respective tables.

Indicate whether x subscript 1 is greater than, less than, or equal to x subscript 2.

⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ x subscript 1 space greater than space x subscript 2‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ x subscript 1 space equals space x subscript 2 ‎ ‎ ‎‎ ‎ ‎ ‎ ‎ ‎ ‎ ⎽⎽⎽⎽⎽⎽⎽⎽⎽⎽ x subscript 1 space less than space x subscript 2

Justify your answer using qualitative reasoning beyond referencing equations.

2b
Sme Calculator
3 marks

Derive an expression for the time taken by Block 1 to hit the floor after leaving the slide in terms of d, h, x subscript 1 and physical constants as appropriate. Begin your derivation by writing a fundamental physics principle or an equation from the reference book.

2c
Sme Calculator
2 marks

In another experiment, teams 1 and 2 use tables and low friction slides with the same height. However, the two slides have different shapes, as shown in Figure 2.

Diagram showing two tables with curved surfaces labeled Block 1 and Block 2. Height measurements d and h are indicated. The tables are marked for Team 1 and Team 2.

Figure 2

Both blocks 1 and 2 are released from rest at the top of their respective slides at the same time.

Does Block 1 hit the floor in more time, less time, or the same time as Block 2? Use the equation derived in part b) to justify your answer.

Did this page help you?

3a
Sme Calculator
2 marks
A wheel and axle system at rest on a table with a block hanging from a string over the edge of the table.

Figure 1

A group of students have a wheel mounted on a horizontal axle and a small block of known mass attached to one end of a light string. The other end of the string is attached to the wheel's rim and wrapped around it several times, as shown in Figure 1. When the block is released from rest and begins to fall, the wheel begins to rotate with negligible friction.

The students want to test whether the decrease in the gravitational potential energy of the block-Earth system is equal to the increase in the block's translational kinetic energy from when the block starts moving to immediately before it reaches the floor.

Describe an experimental procedure that the students could use to test their idea. Provide enough detail so that students could replicate the experiment, including any steps necessary to reduce experimental uncertainty.

3b
Sme Calculator
2 marks

Describe how the data collected in part a) could be plotted to create a linear graph and how that graph would be analyzed to determine whether the increase in the block's translational kinetic energy is equal to the decrease in the gravitational potential energy of the block-Earth system as the block falls.

Did this page help you?

1a
Sme Calculator
2 marks
Diagram of a transformer with a coil, labelled pins A, B, C, and a plate on the right. Arrows are pointing to the pin and plate from outside.

Figure 1

A group of students are given a projectile launcher which consists of a spring with an attached plate, as shown in Figure 1. When the spring is compressed, the plate can be held in place by a pin at any of three positions A, B, or C.

The same spring diagram as figure 1, but a sphere is now compressing the spring to pin position C

Figure 2

Figure 2 shows a steel sphere placed against the plate, which is held in place by a pin at position C. The sphere is launched upon release of the pin. The students have access to the projectile launcher and equipment usually found in a school laboratory.

The students are asked to take measurements to create a graph that could be used to determine the spring constant of the spring.

Describe an experimental procedure the students could use to collect the data needed to determine the spring constant of the spring. Include any steps necessary to reduce experimental uncertainty. If needed, you may include a simple diagram of the setup with your procedure.

1b
Sme Calculator
2 marks

Describe how the data collected in part a) could be plotted to create a linear graph, and how that graph would be analyzed to determine the spring constant k of the spring.

Did this page help you?