AP Physics 1 - Algebra-Based

20
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From the 2018 Administration
AP Physics 1:
Algebra-Based
Practice Exam
NOTE: This is a modified version of the

2018 AP Physics 1: Algebra-Based Exam.
This exam may not be posted on Further distribution of these
school or personal websites, nor materials outside of the secure
electronically redistributed for College Board site disadvantages
any reason. This Released Exam is teachers who rely on uncirculated
provided by the College Board for questions for classroom testing.
AP Exam preparation. Teachers are Any additional distribution is in
permitted to download the materials violation of the College Board’s
and make copies to use with their copyright policies and may result
students in a classroom setting only. in the termination of Practice Exam
To maintain the security of this exam, access for your school as well as the
teachers should collect all materials removal of access to other online
after their administration and keep services such as the AP Teacher
them in a secure location. Community and Online Score Reports.
© 2018 The College Board. College Board, Advanced Placement Program, AP, AP Central, and the acorn logo
are registered trademarks of the College Board. Visit the College Board on the Web: www.collegeboard.org.
AP Central is the official online home for the AP Program: apcentral.collegeboard.org
Contents
Exam Instructions
Student Answer Sheet for the Multiple-Choice Section
Section I: Multiple-Choice Questions
Section II: Free-Response Questions
Multiple-Choice Answer Key
Free-Response Scoring Guidelines
Scoring Worksheet
Question Descriptors and Performance Data
Note: This publication shows the page numbers that appeared in

the 2017−18 AP Exam Instructions book and in the actual exam.
This publication was not repaginated to begin with page 1.
© 2018 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are
registered trademarks of the College Board. All other products and services may be trademarks of their
respective owners. Permission to use copyrighted College Board materials may be requested online at:
www.collegeboard.org/request-form.
Exam Instructions
The following contains instructions taken from

the 2017−18 AP Exam Instructions book.
AP Physics 1:
Algebra-Based Exam
Regularly Scheduled Exam Date: Tuesday afternoon, May 8, 2018
Late-Testing Exam Date: Thursday morning, May 24, 2018
AP Physics 2:
Algebra-Based Exam
Regularly Scheduled Exam Date: Wednesday afternoon, May 9, 2018
Late-Testing Exam Date: Thursday afternoon, May 24, 2018
Section I Total Time: 1 hour and 30 minutes

Calculator allowed
Number of Questions: 50
(The number of questions may vary slightly depending on the form of the exam.)
Percent of Total Score: 50%
Writing Instrument: Pencil required
Section II Total Time: 1 hour and 30 minutes

Calculator allowed
Number of Questions Physics 1: 5
Number of Questions Physics 2: 4
Percent of Total Score: 50%
Writing Instrument: Pen with black or dark blue ink, or pencil
What Proctors Need to Bring to This Exam

Exam packets Container for students’ electronic devices (if needed)
Answer sheets Extra No. 2 pencils with erasers
AP Student Packs Extra pens with black or dark blue ink
2017-18 AP Coordinator’s Manual Extra paper
This book—2017-18 AP Exam Instructions Stapler
AP Exam Seating Chart template Watch
School Code and Homeschool/Self-Study Codes Signs for the door to the testing room
Extra calculators – “Exam in Progress”
Extra rulers or straightedges – “Cell phones are prohibited during the test
Pencil sharpener administration, including breaks” 217
2017–18 AP Exam Instructions
Before Distributing Exams: Check that the title on all exam covers is
Physics 1: Algebra-Based or Physics 2: Algebra-Based. If there are any exam booklets
ith a di erent title contact the AP coordinator immediatel .
t dents are permitted to se r lers straightedges and fo r f nction scienti c or

graphing calculators for these entire exams (Sections I and II). Before starting the
exam administration, make sure each student has an appropriate calculator, and any
student with a graphing calculator has a model from the approved list on page 52 of the
2017-18 AP Coordinator’s Manual. See pages 49–52 of the AP Coordinator’s Manual for
more information. If a student does not have an appropriate calculator or has a graphing
calculator not on the approved list, you may provide one from your supply. If the student
does not want to use the calculator you provide or does not want to use a calculator
at all, they must hand copy, date, and sign the release statement on page 51 of the
AP Coordinator’s Manual.
Students may have no more than two calculators on their desks. Calculators may not be
shared. Calculator memories do not need to be cleared before or after the exam. Students
with Hewlett-Packard 48–50 Series and Casio FX-9860 graphing calculators may use cards
designed for use with these calculators. Proctors should make sure infrared ports (Hewlett-
Packard) are not facing each other. Since graphing calculators can be used to store
data, including text, proctors should monitor that students are using their calculators
appropriately. Attempts by students to use the calculator to remove exam questions
and/or answers from the room may result in the cancellation of AP Exam scores.
Tables containing equations commonly used in physics are included in each AP Exam
booklet, for use during the entire exam. Students are NOT allowed to bring their own
copies of the equation tables to the exam room.
SECTION I: Multiple Choice

› Do not begin the exam instructions below until you have completed the
appropriate General Instructions for your group.
Make sure you begin the exam at the designated time. Remember, you must complete
a seating chart for this exam. See pages 303–304 for a seating chart template and
instructions. See the 2017-18 AP Coordinator’s Manual for exam seating requirements
(pages 55–58).
Physics 1: Algebra-Based
If you are giving the regularly scheduled exam, say:
It is Tuesday afternoon, May 8, and you will be taking the AP Physics 1:
Algebra-Based Exam.
If you are giving the alternate exam for late testing, say:
It is Thursday morning, May 24, and you will be taking the AP Physics 1:
Algebra-Based Exam.
Physics 2: Algebra-Based
It is Wednesday afternoon, May 9, and you will be taking the AP Physics 2:
Algebra-Based Exam.
It is Thursday afternoon, May 24, and you will be taking the AP Physics 2:
Algebra-Based Exam.
218 AP Physics 1 and Physics 2 Exams

AP Physics 1 and Physics 2 Exams

If you are giving the Physics 1: Algebra-Based Exam, say:
Loo at your exam pac et and confirm that the exam title is AP Physics 1:
Algebra-Based.” Raise your hand if your exam packet contains any title other
than AP Physics 1: Algebra-Based,” and I will help you.
If you are giving the Physics 2: Algebra-Based Exam, say:

Loo at your exam pac et and confirm that the exam title is AP Physics 2:
Algebra-Based.” Raise your hand if your exam packet contains any title other
than AP Physics 2: Algebra-Based and I will help you.
In a moment, you will open the exam packet. By opening this packet, you
agree to all of the AP Program’s policies and procedures outlined in the
2017-18 Bulletin for AP Students and Parents.
You may now remove the shrinkwrap from your exam packet and take out the
Section I booklet, but do not open the booklet or the shrinkwrapped Section II
materials. Put the white seals aside. . . .
Carefully remove the AP Exam label found near the top left of your exam
booklet cover. Place it on page 1 of your answer sheet on the light blue box near
the top right corner that reads AP Exam Label.
If students accidentally place the exam label in the space for the number label or vice
versa, advise them to leave the labels in place. They should not try to remove the label;
their exam can still be processed correctly.
Listen carefully to all my instructions. I will give you time to complete each
step. Please look up after completing each step. Raise your hand if you have
any questions.
Give students enough time to complete each step. Don’t move on until all students are ready.
Read the statements on the front cover of the Section I booklet. . . .

Sign your name and write today’s date. . . .
Now print your full legal name where indicated. . . .
Turn to the back cover of your exam booklet and read it completely. . . .
Are there any questions? . . .
You will now take the multiple-choice portion of the exam. You should have in
front of you the multiple-choice booklet and your answer sheet. You may never
discuss the multiple-choice exam content at any time in any form with anyone,
including your teacher and other students. If you disclose the multiple-choice
exam content through any means, your AP Exam score will be canceled.
Open your answer sheet to page 2. You must complete the answer sheet using
a No. 2 pencil only. Mark all of your responses on pages 2 and 3 of your answer
sheet. Remember, for numbers 1 through 45 on answer sheet page 2, mark only the
single best answer to each question. The answer sheet has circles marked A–E for
each of these questions. For this exam, you will use only the circles marked A–D.
For numbers 131 through 135 at the bottom of answer sheet page 3, mark the two
best ans er choices for each uestion. Completely fill in the circles. f you need to
erase, do so carefully and completely. No credit will be given for anything written
in the exam booklet. Scratch paper is not allowed, but you may use the margins or
any blank space in the exam booklet for scratch work. Rulers, straightedges, and
AP Physics 1 and Physics 2 Exams 219

calculators may be used for the entire exam. You may place these items on your
desk. Are there any questions? . . .
You have 1 hour and 30 minutes for this section. Open your Section I booklet
and begin.
Note Start Time .
Check that students are marking their answers in pencil on their answer sheets and that
they are not looking at their shrinkwrapped Section II booklets. You should also make sure
that Hewlett-Packard calculators’ infrared ports are not facing each other and that students
are not sharing calculators.
After 1 hour and 20 minutes, say:

There are 10 minutes remaining.
After 10 minutes, say:

Stop working. Close your booklet and put your answer sheet on your desk,
faceup. Make sure you have your AP number label and an AP Exam label on
page 1 of your answer sheet. Sit quietly while I collect your answer sheets.
Collect an answer sheet from each student. Check that each answer sheet has an AP
number label and an AP Exam label.
After all answer sheets have been collected, say:

Now you must seal your exam booklet using the white seals you set aside
earlier. Remove the white seals from the backing and press one on each area of
your exam boo let cover mar ed PLACE SEAL HE E. old each seal over the
bac cover. When you have finished place the boo let on your des faceup.
I will now collect your Section I booklet. . . .
Collect a Section I booklet from each student. Check that each student has signed the front
cover of the sealed Section I booklet.
There is a 10-minute break between Sections I and II. When all Section I materials have
been collected and accounted for and you are ready for the break, say:
Please listen carefully to these instructions before we take a 10-minute break.

Please put all of your calculators under your chair. Your calculators and all
items you placed under your chair at the beginning of this exam must stay
there, and you are not permitted to open or access them in any way. Leave your
shrinkwrapped Section II packet on your desk during the break. You are not
allowed to consult teachers, other students, notes, or textbooks during the
break. You may not make phone calls, send text messages, check email, use
a social networking site, or access any electronic or communication device.
Remember, you may never discuss the multiple-choice exam content with
anyone, and if you disclose the content through any means, your AP Exam score
will be canceled. Are there any questions? . . .
You may begin your break. Testing will resume at .


SECTION II: Free Response
After the break, say:
May I have everyone’s attention? Place your Student Pack on your desk. . . .
You may now remove the shrinkwrap from the Section II packet, but do not open
the exam booklet until you are told to do so. . . .
Read the bulleted statements on the front cover of the exam booklet. Look up
hen you have finished. . . .
Now take an AP number label from your Student Pack and place it on the
shaded box. If you don’t have any AP number labels, write your AP number in the
box. Loo up hen you have finished. . . .
Read the last statement. . . .
Using your pen print the first middle and last initials of your legal name in the
boxes and print today’s date where indicated. This constitutes your signature
and your agreement to the statements on the front cover. . . .
Turn to the bac cover and using your pen complete tem 1 under mportant
dentification nformation. Print the first t o letters of your last name and the
first letter of your first name in the boxes. Loo up hen you have finished. . . .
In Item 2, print your date of birth in the boxes. . . .
In Item 3, write the school code you printed on the front of your Student Pack in
the boxes. . . .
Read Item 4. . . .
If this is your last AP Exam, you may keep your Student Pack. Place it under your
chair for now. Otherwise I will collect all Student Packs. . . .
Read the information on the back cover of the exam booklet. Do not open the
boo let until you are told to do so. Loo up hen you have finished. . . .
Collect the Student Packs.
Then say:
Rulers, straightedges, and calculators may be used for Section II. Be sure these
items are on your desk. . . .
You have 1 hour and 30 minutes to complete Section II. You are responsible for
pacing yourself, and you may proceed freely from one question to the next.
If you are giving the AP Physics 1: Algebra-Based Exam, say:

Section II has 5 questions. It is suggested that you spend approximately
25 minutes each for questions 2 and 3, and 13 minutes each for
questions 1, 4, and 5.
If you are giving the AP Physics 2: Algebra-Based Exam, say:

Section II has 4 questions. It is suggested that you spend approximately
25 minutes each for questions 2 and 3, and 20 minutes each for
questions 1 and 4.

You must write your answers in the exam booklet using a pen with black or dark
blue ink or a No. 2 pencil. If you use a pencil, be sure that your writing is dark
enough to be easily read. If you need more paper during the exam, raise your
hand. At the top of each extra sheet of paper you use, write only your AP number
and the question number you are working on. Do not write your name. Are there
any questions? . . .
You may begin.
Note Start Time .
You should also make sure that Hewlett-Packard calculators’ infrared ports are not facing
each other and that students are not sharing calculators.
After 1 hour and 20 minutes, say:

There are 10 minutes remaining.
After 10 minutes, say:

Stop working and close your exam booklet. Place it on your desk, faceup. . . .
If any students used extra paper for a question in the free-response section, have those
st dents staple the e tra sheet s to the rst page corresponding to that estion in
their exam booklets. Complete an Incident Report after the exam (see page 67 of the
2017-18 AP Coordinator’s Manual for complete details).
Then say:
Remain in your seat, without talking, while the exam materials are collected. . . .
Collect a Section II booklet from each student. Check for the following:
Exam booklet front cover: The student placed an AP number label on the shaded box
and printed their initials and today’s date.
am boo let bac co er: he st dent completed the mportant denti cation
Information” area.
When all exam materials have been collected and accounted for, return to students any
electronic devices you may have collected before the start of the exam.

You may not discuss or share the free-response exam content with anyone
unless it is released on the College Board website in about two days. Your
AP Exam score results will be available online in July.
None of the content in this exam may ever be discussed or shared in any way at
any time. Your AP Exam score results will be available online in July.
If any students completed the AP number card at the beginning of this exam, say:
Please remember to take your AP number card with you. You will need the
information on this card to view your scores and order AP score reporting
services online.
Then say:
You are now dismissed.


After-Exam Tasks
Be sure to give the completed seating chart to the AP coordinator. Schools must retain
seating charts for at least six months (unless the state or district requires that they be
retained for a longer period of time). Schools should not return any seating charts in their
exam shipments unless they are required as part of an Incident Report.
NOTE: If you administered exams to students with accommodations, review the 2017-18 AP
Coordinator’s Manual and the 2017-18 AP SSD Guidelines for information about completing
the NAR form, and returning these exams.
The exam proctor should complete the following tasks if asked to do so by the
AP coordinator. Otherwise, the AP coordinator must complete these tasks:
Complete an Incident Report for any students who used extra paper for the
free-response section. (Incident Report forms are provided in the coordinator packets
sent with the exam shipments.) These forms must be completed with a No. 2 pencil.
It is best to complete a single Incident Report for multiple students per exam subject,
per administration (regular or late testing), as long as all required information is
provided. Include all exam booklets with extra sheets of paper in an Incident Report
return envelope (see page 67 of the 2017-18 AP Coordinator’s Manual for complete
details).
Return all exam materials to secure storage until they are shipped back to the
AP Program. (See page 26 of the 2017-18 AP Coordinator’s Manual for more information
about secure storage.) Before storing materials, check the “School Use Only” section on
page 1 of the answer sheet and:
Fill in the appropriate section number circle in order to access a separate
AP Instructional Planning Report (for regularly scheduled exams only) or subject
score roster at the class section or teacher level. See “Post-Exam Activities” in the
2017-18 AP Coordinator’s Manual.
Chec o r list of st dents ho are eligible for fee red ctions and ll in the
appropriate circle on their registration answer sheets.

Student Answer Sheet for
the Multiple-Choice Section
Use this section to capture student responses. (Note that the following
answer sheet is a sample, and may differ from one used in an actual exam.)
AP Exam Label PAGE 1
AP Number Label
(from Student Pack) (from Section I Booklet)
Answer Sheet 2018
AP FPO X123456789 X
COMPLETE THIS AREA AT EVERY EXAM. USE NO. 2 PENCIL ONLY E. EXAM G. ONLINE
D. EXAM DATE F. MULTIPLE-CHOICE BOOKLET
I am aware of and agree to follow the policies and procedures in the 2017-18 Bulletin for AP Students and Parents to C. YOUR AP NUMBER START PROVIDER
Month Day TIME SERIAL NUMBER CODE
maintain the security of the exam and the validity of my AP score. I understand and accept that my exam score may
be canceled if I do not follow these policies and procedures, if I disregard any exam day instructions, or if my exam is AM PM S
administered improperly. I certify that I am the person whose information appears on this answer sheet.
Sign your legal name as it will appear on your college applications. Date
0 0 0 0 0 0 0 0 0 0 0 0 6 12 0 0 0 0 0 0 0 0 0 0 0 0 0
A. SIGNATURE
1 1 1 1 1 1 1 1 1 1 1 1 7 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 8 2 2 2 2 2 2 2 2 2 2 2 2 2 2
B. LEGAL NAME Omit apostrophes, Jr., II. 3 3 3 3 3 3 3 3 3 3 3 9 3 3 3 3 3 3 3 3 3 3 3 3 3 3
Legal Last Name — First 15 Letters Legal First Name — First 12 Letters MI 4 4 4 4 4 4 4 4 4 4 10 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 11 5 5 5 5 5 5 5 5 5 5 5 5 5 5
A A A A A A A A A A A A A A A A A A A A A A A A A A A A 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
B B B B B B B B B B B B B B B B B B B B B B B B B B B B 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
C C C C C C C C C C C C C C C C C C C C C C C C C C C C 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
D D D D D D D D D D D D D D D D D D D D D D D D D D D D 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
E E E E E E E E E E E E E E E E E E E E E E E E E E E E
COMPLETE THIS AREA ONLY ONCE. K. DATE OF BIRTH
F F F F F F F F F F F F F F F F F F F F F F F F F F F F I. AREA CODE AND
G G G G G G G G G G G G G G G G G G G G G G G G G G G G PHONE NUMBER J. SCHOOL YOU ATTEND Month Day Year
SCHOOL CODE School Name
H H H H H H H H H H H H H H H H H H H H H H H H H H H H Jan
I I I I I I I I I I I I I I I I I I I I I I I I I I I I 0 0 0 0 0 0 0 0 0 0 Feb 0 0 0 0
J J J J J J J J J J J J J J J J J J J J J J J J J J J J 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 0 Mar 1 1 1 1
K K K K K K K K K K K K K K K K K K K K K K K K K K K K 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 Apr 2 2 2 2
L L L L L L L L L L L L L L L L L L L L L L L L L L L L 3 3 3 3 3 3 3 3 3 3 2 2 2 2 2 2 May 3 3 3 3
M M M M M M M M M M M M M M M M M M M M M M M M M M M M 4 4 4 4 4 4 4 4 4 4 3 3 3 3 3 3 City Jun 4 4 4
N N N N N N N N N N N N N N N N N N N N N N N N N N N N 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 Jul 5 5 5
O O O O O O O O O O O O O O O O O O O O O O O O O O O O 6 6 6 6 6 6 6 6 6 6 5 5 5 5 5 5 State Aug 6 6 6
P P P P P P P P P P P P P P P P P P P P P P P P P P P P 7 7 7 7 7 7 7 7 7 7 6 6 6 6 6 6 Sep 7 7 7
Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q 8 8 8 8 8 8 8 8 8 8 7 7 7 7 7 7 Oct 8 8 8
121586-00657 • TF11017E5500 • Printed in U.S.A.
Country
R R R R R R R R R R R R R R R R R R R R R R R R R R R R 9 9 9 9 9 9 9 9 9 9 8 8 8 8 8 8 Nov 9 9 9
S S S S S S S S S S S S S S S S S S S S S S S S S S S S INTERNATIONAL PHONE 9 9 9 9 9 9 Dec
T T T T T T T T T T T T T T T T T T T T T T T T T T T T
M. COLLEGE TO RECEIVE YOUR
U U U U U U U U U U U U U U U U U U U U U U U U U U U U N. CURRENT
L. SOCIAL SECURITY AP SCORE REPORT
GRADE LEVEL
V V V V V V V V V V V V V V V V V V V V V V V V V V V V NUMBER (Optional) COLLEGE CODE Using the college code listed
in the AP Student Pack,
indicate the ONE college Not yet in
W W W W W W W W W W W W W W W W W W W W W W W W W W W W 11th
that you want to receive 9th grade
X X X X X X X X X X X X X X X X X X X X X X X X X X X X 0 0 0 0 0 0 0 0 0 0 0 0 0
your AP score report. 9th 12th
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 1 1 1 1 1 1 1 1 1 1 1 1 1 College Name 10th No longer in
high school
Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z 2 2 2 2 2 2 2 2 2 2 2 2 2
– – – – – – – – – – – – – – – – – – – – – – – 3 3 3 3 3 3 3 3 3 3 3 3 3 O. STUDENT SEARCH SERVICE®
4 4 4 4 4 4 4 4 4 4 4 4 4 Colleges and scholarship programs may
Exam Name: Form: Form Code: request your information to inform you of
H. AP EXAM I AM City
TAKING USING THIS 5 5 5 5 5 5 5 5 5 5 5 5 5 educational opportunities and financial aid.
Q4546/1-4
ANSWER SHEET 6 6 6 6 6 6 6 6 6 6 6 6 6 Would you like us to supply your information?

State
7 7 7 7 7 7 7 7 7 7 7 7 7 Yes No
SCHOOL USE ONLY
801356 Section Number Fee Reduction Granted 8 8 8 8 8 8 8 8 8 8 8 8 8 Country
If you don’t answer and previously chose to
participate in this service, we will continue
1 2 3 4 5 6 7 8 9 1 Option 1 2 Option 2 9 9 9 9 9 9 9 9 9 9 9 9 9 providing your information.
PAGE 2
COMPLETE THIS AREA AT EACH EXAM (IF APPLICABLE).
P. SURVEY QUESTIONS — Answer the survey questions in the AP Student Pack. Do not put responses to exam questions in this section.
1 A B C D E F G H I 4 A B C D E F G H I 7 A B C D E F G H I
Q. LANGUAGE — Do not complete this section unless instructed to do so.
If this answer sheet is for the French Language and Culture, German Language and Culture, Italian Language and Culture, Spanish Language
and Culture, or Spanish Literature and Culture Exam, please answer the following questions. Your responses will not affect your score.
1. Have you lived or studied for one month or more in a country where the language of the 2. Do you regularly speak or hear the language at home?
exam you are now taking is spoken?
Yes No Yes No
QUESTIONS 1–75
Indicate your answers to the exam questions in this section (pages 2 and 3). Mark only one response per question
for Questions 1 through 120. If a question has only four answer options, do not mark option E. Answers written in
the multiple-choice booklet will not be scored.
A B C D You must use a No. 2 pencil and marks must be complete. Do not use a mechanical pencil. It
EXAMPLES OF
COMPLETE MARK is very important that you fill in the entire circle darkly and completely. If you change your response,
INCOMPLETE MARKS A B C D erase as completely as possible. Incomplete marks or erasures may affect your score.
1 A B C D E 26 A B C D E 51 A B C D E
FOR OFFICIAL USE ONLY

R W O R W O
0 1 2 3 4 5 6 7 8 9 SELECTED MEDIA EXAMS OTHER EXAMS
Exam
0 1 2 3 4 5 6 7 8 9
PT02 TOTAL
0 1 2 3 4 5 6 7 8 9
Exam PT03 Subscore (if applicable)
0 1 2 3 4 5 6 7 8 9
PT04 Subscore (if applicable)
DO NOT WRITE IN THIS AREA

PAGE 3
QUESTIONS 76–120
Be sure each mark is dark and completely fills the circle. If a question has only four answer options, do not mark option E.
QUESTIONS 121–126
For Students Taking AP Biology

Write your answer in the boxes at the top of the griddable area and fill in the corresponding circles.
Mark only one circle in any column. You will receive credit only if the circles are filled in correctly.
121 122 123 124 125 126
/ / / / / / / / / / / / / / / / / /
– . . . . . – . . . . . – . . . . . – . . . . . – . . . . . – . . . . .
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
QUESTIONS 131–142
For Students Taking AP Computer Science Principles, AP Physics 1, or AP Physics 2

Mark two responses per question. You will receive credit only if both correct responses are selected.
131 A B C D 135 A B C D 139 A B C D

132 A B C D 136 A B C D 140 A B C D
133 A B C D 137 A B C D 141 A B C D
134 A B C D 138 A B C D 142 A B C D
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Hispanic origin and about race. For the
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a. Are you of b. What is your race?
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Section I: Multiple-Choice Questions
This is the multiple-choice section of the 2018 AP xam.

It includes cover material and other administrative instructions
to help familiarize students with the mechanics of the exam.
(Note that future exams may differ in look from the following content.)
For purposes of test security and/or statistical analysis, some questions

have been removed from the version of the exam that was administered
in 2018. Therefore, the timing indicated here may not be appropriate
for a practice exam.
AP Physics 1: Algebra-Based Exam
®
SECTION I: Multiple Choice 2018

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
Instructions
At a Glance
SectionIofthisexamcontains0multiple-choicequestions. Pagescontainingequations
Total Time andotherinformationarealsoprintedinthisbooklet. Calculators, rulers, and
1hourand30minutes straightedgesmaybeusedinthissection.
NumberofQuestions
0 Indicateallofyouranswerstothemultiple-choicequestionsontheanswersheet. No
PercentofTotalScore creditwillbegivenforanythingwritteninthisexambooklet, butyoumayusethebooklet
50% fornotesorscratchwork.
WritingInstrument
Pencilrequired Becausethissectionoffersonlyfouransweroptionsforeachquestion, donotmarkthe
ElectronicDevice (E) answercircleforanyquestion. Ifyouchangeananswer, besurethattheprevious
Calculator allowed markiserasedcompletely.
Forquestions1through, selectthesinglebestanswerchoiceforeachquestion. After
youhavedecidedwhichofthechoicesisbest, completelyfillinthecorrespondingcircle
ontheanswersheet. Hereisasamplequestionandanswer.
Forquestions131through13, selectthetwobestanswerchoicesforeachquestion.
Afteryouhavedecidedwhichtwochoicesarebest, completelyfillinthetwo
correspondingcirclesontheanswersheet. Hereisasamplequestionandanswer.
Use your time effectively, working as quickly as you can without losing accuracy. Do not
spend too much time on any one question. Go on to other questions and come back to
the ones you have not answered if you have time. It is not expected that everyone will
know the answers to all of the multiple-choice questions.
Your total score on Section I is based only on the number of questions answered correctly.
Points are not deducted for incorrect answers or unanswered questions.
Form I
Form Code 4OBP4-S
83
®
AP PHYSICS 1 TABLE OF INFORMATION
CONSTANTS AND CONVERSION FACTORS
Proton mass, mp = 1.67 ¥ 10-27 kg Electron charge magnitude, e = 1.60 ¥ 10 -19 C
Neutron mass, mn = 1.67 ¥ 10 -27 kg Coulomb’s law constant, k = 1 4 pe0 = 9.0 ¥ 10 9 N m 2 C2
Universal gravitational
Electron mass, me = 9.11 ¥ 10 -31 kg -11
m 3 kg s2
constant, G = 6.67 ¥ 10
Acceleration due to gravity
Speed of light, c = 3.00 ¥ 108 m s at Earth’s surface, g = 9.8 m s
2
meter, m kelvin, K watt, W degree Celsius, ∞C

UNIT kilogram, kg hertz, Hz coulomb, C
SYMBOLS second, s newton, N volt, V
ampere, A joule, J ohm, W
PREFIXES VALUES OF TRIGONOMETRIC FUNCTIONS FOR COMMON ANGLES

Factor Prefix Symbol
q 0 30 37 45 53 60 90
1012 tera T
sinq 0 12 35 2 2 45 3 2 1
10 9 giga G
10 6 mega M cosq 1 3 2 45 2 2 35 12 0
10 3 kilo k tanq 0 3 3 34 1 43 3 •
-2 centi c
10
-3 milli m
10 The following conventions are used in this exam.
10 -6 micro m I. The frame of reference of any problem is assumed to be inertial unless
otherwise stated.
10 -9 nano n II. Assume air resistance is negligible unless otherwise stated.
10 -12 pico p III. In all situations, positive work is defined as work done on a system.
IV. The direction of current is conventional current: the direction in which
positive charge would drift.
V. Assume all batteries and meters are ideal unless otherwise stated.
-2-
®
AP PHYSICS 1 EQUATIONS
MECHANICS ELECTRICITY
Ã x = Ãx 0 + a x t a = acceleration q1q2 A = area
A = amplitude FE = k 2 F = force
r
1 2 d = distance I = current
x = x0 + Ãx 0 t + at Dq
2 x E = energy I = = length
Dt
f = frequency P = power
Ãx2 = Ãx20 + 2 a x ( x - x0 ) F = force R=
r
q = charge
I = rotational inertia A R = resistance
a=
Â F = Fnet K = kinetic energy I =
DV r = separation
m m k = spring constant R t = time
L = angular momentum P = I DV V = electric potential
Ff £ m Fn
= length Rs = Â Ri r = resistivity
m = mass i
Ã2 1 1
ac =
r
P
p
=
=
power
momentum Rp
= Â Ri
i
p = mv r = radius or separation
T = period
Dp = F Dt t = time WAVES
U = potential energy f = frequency
1 v
K = mv2 V = volume l = v = speed
2 f
v = speed l = wavelength
DE = W = F d = Fd cos q W = work done on a system
GEOMETRY AND TRIGONOMETRY
x = position
DE y = height Rectangle A = area
P= a = angular acceleration A = bh C = circumference
Dt
m = coefficient of friction V = volume
1 2 Triangle S = surface area
q = q0 + w0t + at q = angle
2 1 b = base
r = density A= bh
2 h = height
w = w0 + at t = torque = length
w = angular speed Circle w = width
x = A cos (2 p ft )
A = pr 2 r = radius
Â t = t net DUg = mg Dy C = 2 pr
a=
I I
2p 1 Rectangular solid Right triangle
T = =
t = r^ F = rF sin q w f V = wh c 2 = a 2 + b2
L = Iw m a
Ts = 2 p Cylinder sin q =
k c
DL = t Dt V = pr 2
b
S = 2 pr + 2 pr 2 cos q =
Tp = 2 p c
1 2 g
K = Iw a
2 Sphere tan q =
m1m2 b
Fs = k x Fg = G 4 3
r2 V = pr c
3 a
1 2 Fg S = 4pr 2 q 90°
Us = kx g = b
2 m
m Gm1m2
r= UG = -
V r
-3-
PHYSICS 1
Section I
Time—1 hour and 30 minutes
0 Questions
Note: To simplify calculations, you may use g = 10 m s2 in all problems.
Directions: Each of the questions or incomplete statements below is followed by four suggested answers or
completions. Select the one that is best in each case and then fill in the corresponding circle on the answer sheet.
1. The figure above shows a truck pulling three 2. Two blocks are on a horizontal, frictionless
crates across a rough road. Which of the following surface. Block A is moving with an initial
shows the directions of all the horizontal forces
velocity of v 0 toward block B, which is
acting on crate 2 ?
stationary, as shown above. The two blocks
(A)
collide, stick together, and move off with
a velocity of v0 3 . Which block, if either,
(B) has the greater mass?
(A) Block A
(B) Block B
(C) (C) Neither; their masses are the same.
(D) The answer cannot be determined without
knowing the mass of one of the blocks.
(D)
Unauthorized copying or reuse of

any part of this page is illegal.
GO ON TO THE NEXT PAGE.
-4-
Questions 3-5 refer to the following material.
A student sets an object attached to a spring into oscillatory motion and uses a motion detector to record the
velocity of the object as a function of time. A portion of the recorded data is shown in the figure above.
3. The total change in the object’s speed between 1.0 s and 1.1 s is most nearly
(A) zero
(B) 5 cm / s
(C) 10 cm / s
(D) 15 cm / s
4. The acceleration of the object at time t = 0.7 s is most nearly equal to which of the following?
(A) The value of the graph where it crosses the 0.7 s grid line
(B) The slope of the line connecting the origin and the point where the graph crosses the 0.7 s grid line
(C) The area under the curve between where the graph crosses the time axis near 0.63 s and time 0.7 s
(D) The slope of the tangent to a best-fit sinusoidal curve at 0.7 s
5. The frequency of oscillation is most nearly

(A) 0.63 Hz
(B) 0.80 Hz
(C) 1.25 Hz
(D) 1.60 Hz

-5-
7. Using the setup above, a student tests how the
tension in a string affects the frequency of the
6. One end of a string is fixed in place and the other fundamental standing wave (with one antinode).
end is vibrated, allowing a wave to propagate In each trial, with a known mass in the holder, the
along the string. The vertical position y of a single student adjusts the oscillator frequency to produce
point on the string is measured at fixed intervals the fundamental standing wave. The student
of time t as the wave passes. The graph above notices that as the mass in the holder increases,
shows y as a function of t for the point. the string stretches and the total string length,
A separate measurement indicates that the wave from the oscillator to the mass holder, increases.
speed on the string is 12 m s . The wavelength Which of the following procedures could help
of the wave is most nearly the student decide if the string’s total length
has a separate effect from the tension on the
(A) 0.0021 m fundamental frequency?
(B) 0.15 m
(C) 0.30 m (A) Repeating the experiment with a string that
(D) 480 m does not noticeably stretch when the tension
is increased
(B) Repeating the experiment but producing
standing waves with two antinodes
(C) Repeating the experiment using a different
distance between the oscillator and pulley
(D) Repeating the experiment using lighter
blocks
8. A box of mass m is initially at rest at the top of

a ramp that is at an angle q with the horizontal.
The block is at a height h and length L from the
bottom of the ramp. The block is released and
slides down the ramp. The coefficient of kinetic
friction between the block and the ramp is m .
What is the kinetic energy of the box at the
bottom of the ramp?
(A) mgh
(B) m mgL cos q
(C) mgh - m mgL cos q
(D) mgL - mmgh cos q

-6-
10. The figure above shows four identical lightbulbs
connected to a battery. Which of the following
correctly ranks the power P dissipated by the
lightbulbs?
9. During an experiment a student records the net
horizontal force exerted on an object moving in a (A) P1 > ( P2 = P3 = P4 )
straight line along a horizontal frictionless track. (B) ( P2 = P3 = P4 ) > P1
The graph above shows the force as a function
(C) P1 > P4 > ( P2 = P3 )
of time. Of the following, which is the best
approximation of the magnitude of the change in (D) P1 = P2 = P3 = P4
momentum of the object between 0 s and 4 s?
(A) 20 kg m s
(B) 30 kg m s
(C) 40 kg m s
(D) The magnitude of the change in momentum
cannot be determined without knowing the
mass of the object.
11. The figure above shows the paths of two stars of

equal mass as they orbit their common center of
mass. The positions of the stars at four different
times are labeled in the figure. At which of the
positions do the stars have their greatest speed?
(A) Position 2 only
(B) Position 4 only
(C) Positions 1 and 3 only
(D) All of the positions, since the stars move with
constant speed

-7-
Questions 12-14 refer to the following material. 14. A sphere with the same mass and radius as the
original cylinder, but a smaller rotational inertia,
is released from rest from the top of the ramp. Ks
and Kc are the sphere’s and the cylinder’s total
kinetic energy at the bottom of the ramp,
respectively. How do Ks and Kc compare, and
why?
(A) Ks < Kc , because the sphere will gain less
rotational kinetic energy.
A cylinder at rest is released from the top of a (B) Ks < Kc , because the sphere has a greater
ramp, as shown above. The ramp is 1.0 m high, and acceleration and therefore has less time to
the cylinder rolls down the ramp without slipping. At gain kinetic energy.
the bottom of the ramp, the cylinder makes a smooth (C) s = Kc , because both objects accelerate at
K
transition to a small section of a horizontal table and
then travels over the edge at a height of 1.0 m above the same rate.
the floor, eventually landing on the floor at a (D) Ks = Kc , because the gravitational force
horizontal distance of 1.5 m from the table. does equal work on each object as it rolls
down the ramp.
12. As the cylinder rolls down the ramp, how do the

potential energy of the cylinder-Earth system and
the kinetic energy of the cylinder change, if at all?
Potential Energy of Kinetic Energy
Cylinder-Earth System of Cylinder
(A) Stays the same Increases
(B) Stays the same Decreases
(C) Decreases Increases 15. Three identical metal spheres on insulating stands
(D) Decreases Decreases are initially isolated from each other, as shown
above. The spheres A, B, and C carry electric
charges +12Q, –12Q, and +12Q, respectively.
13. After the cylinder leaves the table, but before it Whenever two of the spheres come into contact,
lands, how do the rotational kinetic energy and each sphere ends up with the same net charge as
translational kinetic energy of the cylinder the other sphere. Spheres A and B are brought into
change, if at all? contact with each other and separated. Spheres A
and C are then brought into contact with each
Rotational Translational other and separated. Which of the following
Kinetic Energy Kinetic Energy correctly shows the final charge on each sphere?
(A) Increases Increases
(B) Increases Stays the same A B C
(C) Stays the same Increases (A) 0 0 +12Q
(D) Stays the same Stays the same (B) +4Q +4Q +4Q
(C) +6Q 0 +6Q
(D) +12Q +12Q −12Q

-8-
16. A small block slides without friction along a track
toward a circular loop. The block has more than 18. A block is released from rest and slides down
enough speed to remain firmly in contact with the a frictionless ramp inclined at 30° from the
track as it goes around the loop. The magnitude of horizontal. When the block reaches the
the block’s acceleration at the top of the loop is bottom, the block-Earth system has mechanical
(A) zero energy E0 . The experiment is repeated, but now
(B) greater than zero but less than g horizontal and vertical forces of magnitude F are
(C) equal to g exerted on the block while it slides, as shown
(D) greater than g above. When the block reaches the bottom, the
mechanical energy of the block-Earth system
(A) is greater than E0
(B) is equal to E0
(C) is less than E0
(D) cannot be determined without knowing F
19. An apple is released from rest 500 m above

the ground. Due to the combined forces of air
resistance and gravity, it has a speed of 40 m s
when it reaches the ground. What percentage of
17. A 0.5 kg pendulum bob is raised to 1.0 m above the initial mechanical energy of the apple-Earth
the floor, as shown in the figure above. The bob system was dissipated due to air resistance? Take
is then released from rest. When the bob is 0.8 m the potential energy of the apple-Earth system to
above the floor, its speed is most nearly be zero when the apple reaches the ground.
(A) 5 m s (A) 16%
(B) 4 m s (B) 40%
(C) 2 m s (C) 60%
(D) 84%
(D) 1m s

-9-
Questions 20-21 refer to the following material. 21. Rock 1, of mass m, reaches a maximum height
hmax after being launched. During the time
between the instant rock 1 is launched from height
h0 and the instant it returns to height h0 , the
work done on the rock by the gravitational
force is
(A) 0
Three identical rocks are launched with identical (B) - mgh0
speeds from the top of a platform of height h0 . The
(C) - mg (hmax - h0 )
rocks are launched in the directions indicated above.
(D) 2mg (hmax - h0 )
20. Which of the following correctly relates the

magnitude v y of the vertical component of the
velocity of each rock immediately before it hits
the ground?
(
(A) vy1 = vy 2 > vy3)
(B) v y1 > v y 3 > v y 2
(C) v y 2 > v y 3 > v y1
(D) v y1 = v y 2 = v y 3

-10-
22. A 2.5 g marshmallow is placed in one end of a
40 cm pipe, as shown in the figure above. A
person blows into the left end of the pipe to
eject the marshmallow from the right end. The
average net force exerted on the marshmallow
while it is in the pipe is 0.7 N. The speed of the
marshmallow as it leaves the pipe is most nearly
23. A meterstick is held as shown above and then
(A) 4.7 m s released from rest. The tabletop has negligible
(B) 11 m s friction. Which figure below best indicates the
path of the center of mass of the meterstick as
(C) 15 m s it falls?
(D) 280 m s
(A)
(B)
(C)
(D)

-11-
24. Figure 1 above represents atoms in a solid material. A particle hits atom P and the atom vibrates, disturbing
nearby atoms. Figure 2 represents just the vertical and horizontal rows containing atom P and shows the
propagation of the disturbance along them. Which of the following statements correctly indicates the direction
of atom P’s vibration and the type of wave along each row?
P’s Vibration Wave Along Vertical Row Wave Along Horizontal Row
(A) Along y axis Longitudinal Transverse
(B) Along y axis Transverse Longitudinal
(C) Along x axis Longitudinal Transverse
(D) Along x axis Transverse Longitudinal

-12-
26. In the circuit above, the current through the
25. The two circuits shown above contain identical ammeter is 2 A. What is the current through
resistors and batteries. Which of the following the resistor of unknown resistance R ?
best explains why resistors X and Y dissipate
(A) 6A
the same power?
(B) 4A
(A) Resistors X and Y have the same potential (C) 3A
difference across them because each is (D) The current cannot be determined without
the second resistor in its circuit. knowing the value of R.
(B) Both circuits have identical batteries and
contain the same number of identical
resistors.
(C) Although each circuit has a different total
current, the current through an individual
resistor depends only on its resistance.
(D) Compared to circuit 1, the total current
through circuit 2 is twice as much, but only
half that current flows through resistor Y.

-13-
28. A disk with radius of 0.5 m is free to rotate
around its center without friction. A string
wrapped around the disk is pulled, as shown
above, exerting a 2 N force tangent to the edge of
27. The figure above represents a stick of uniform the disk for 1 s. If the disk starts from rest, what is
density that is attached to a pivot at the right end its angular speed after 1 s?
and has equally spaced marks along its length.
Any one of the four forces shown can be exerted (A) 0 rad s
on the stick as indicated. Which force will create (B) 1 rad s
the largest rate of change in the stick’s angular (C) 4 rad s
momentum?
(D) It cannot be determined without knowing the
(A) The 30 N force rotational inertia of the disk.
(B) The 40 N force
(C) The 60 N force
(D) The 150 N force

-14-
30. Two systems are in oscillation: a simple
pendulum swinging back and forth through a very
small angle and a block oscillating on a spring.
The block-spring system takes twice as much time
as the pendulum to complete one oscillation.
Which of the following changes could make the
two systems oscillate with the same period?
29. The figure above shows a rod that is fixed to a (A) Increasing the mass of the pendulum bob
horizontal surface at pivot P. The rod is initially (B) Increasing the angle through which the
rotating without friction in the counterclockwise pendulum swings by a small amount
direction. At time t, three forces of equal (C) Decreasing the mass of both the block and
magnitude are applied to the rod as shown. Which the pendulum bob
of the following is true about the angular speed (D) Shortening the pendulum
and direction of rotation of the rod immediately
after time t ?
Angular Speed Direction of Rotation
(A) Decreasing Counterclockwise
(B) Decreasing Clockwise
(C) Increasing Counterclockwise
(D) Increasing Clockwise

-15-
Questions 31-32 refer to the following material.
Students use a speaker connected to a sine wave generator to

project sound waves into the open left end of a tube that is closed
on the right end. The speaker is very close to the tube. A sensor is
used to measure the pressure differences created by the sound and
the results are displayed on a computer. The entire apparatus is in
a sealed chamber that can be filled with different gases.

-16-
31. The students vary the frequency of the sound until the
maximum loudness from the tube is achieved. The graph
above represents the computer display of gauge pressure (the
amount by which the pressure is above or below atmospheric
pressure) as a function of time. What are the amplitude and
frequency of the wave?
Amplitude Frequency
(A) 0.04 Pa 0.01 Hz
(B) 0.04 Pa 100 Hz
(C) 0.08 Pa 0.01 Hz
(D) 0.08 Pa 100 Hz
32. The chamber is now filled with a gas that has an

unknown speed of sound. The students find that the lowest
frequency at which they can hear a maximum in the sound
level is 200 Hz. If the students slowly increase the frequency,
what is the next frequency at which the sensor would measure
a maximum in the sound level?
(A) 300 Hz
(B) 400 Hz
(C) 600 Hz
(D) 800 Hz

-17-
33. A hollow plastic ball is projected into the air.
There is significant air resistance opposing the
ball’s motion, so the magnitude of the ball’s
acceleration is not equal to g. At time t, the ball is
moving up and to the right at an angle of 45∞ to 34. At time t = 0 two figure skaters are moving
the horizontal, as shown above. Which of the together over ice with negligible friction, as
following best shows the magnitude a and the shown above. Skater 1, represented by the large
direction of the ball’s acceleration at time t ? black dot, is twice as massive as skater 2,
(A) represented by the gray dot. At t = 2 s the
skaters push off of one another. The location of
skater 1 is shown at t = 4 s . At t = 4 s , skater 2
is located at which of the labeled points?
(A) Point A
(B) (B) Point B
(C) Point C
(D) Point D
35. A charged sphere located at the origin of the

xy-plane exerts a force of magnitude F on a
(C) charged particle located at ( + d , 0 ) . The sphere
will exert a force F 2 on the particle if the
particle is moved to which of the following
locations?
(D) (A) ( +2 d , 0 )
(B) (+ d , + d )
(C) (+ d 2 , 0 )
(D) ( 0, - d )

-18-
36. The graphs above show the magnitude F of a force exerted on an object as a function of the object’s position x
for two trials in an experiment. W1 and W2 are the work done on the object by force 1 and force 2, respectively.
How do W1 and W2 compare, and why?
(A) W1 > W2 , because the maximum value of force 1 is greater than the maximum value of force 2.
(B) W1 > W2 , because the slope of force 1’s graph increases, while the slope of force 2’s graph decreases.
(C) W1 < W2 , because the average value of force 1 is smaller than the average value of force 2.
(D) W1 < W2 , because at the midpoint, x = 0.5 m , the value of force 1 is less than the value of force 2.

-19-
Directions: For each of the questions or incomplete statements below, two of the suggested answers will be correct.
For each of these questions, you must select both correct choices to earn credit. No partial credit will be earned if
only one correct choice is selected. Select the two that are best in each case and then fill in the corresponding circles
that begin with number 131 on page 3 of the answer sheet.
A water-skier with weight Fg = mg moves to the

right with acceleration a. A horizontal tension
force T is exerted on the skier by the rope, and a
horizontal drag force Fd is exerted by the water
on the ski. The water also exerts a vertical lift
force L on the skier. Which of the following are
correct relationships between the forces exerted
on the skier-ski system? Select two answers.
(A) T - Fd = ma
(B) L - Fg = ma
(C) L - Fg = 0
(D) T - Fd = 0

-25-
Two model cars, A and B, have the same mass but
different bumpers. The acceleration of each car
during its collision with a wall is measured, and
the data are shown in the graphs above. Which of
the following statements about the collisions are
correct? Select two answers.
(A) Both cars reach their maximum speed
at 10.05 s.
(B) The cars experience approximately the
same impulse.
(C) Car B experiences a nonzero force for
a longer time than car A.
(D) The change in momentum for car B occurs
over a shorter period of time than for car A.

-27-

13. The graph above shows the speed of a truck as it
moves along a straight, level road. Which of the
following describe a method to determine the
distance d the truck travels during the 10 s time
interval shown? Select two answers.
(A) Multiply the average speed of 18 m s by the
10 s travel time.
(B) Multiply half the initial speed of 30 m s by
the 10 s travel time.
(C) Calculate the slope of the line in the graph to
determine the acceleration a and then use
d = (1 2 )at 2 , where tis the travel time.
(D) Calculate the area under the line in the graph.

-28-
A vehicle lands on Mars and explores its surface.
The average gravitational field on the surface of
Mars is 3. . The weight of the vehicle is
defined as the gravitational force exerted on it.
Which of the following statements are true about
the vehicle’s weight? Select two answers.
(A) The vehicle’s weight was constant until it
reached the surface of Mars.
(B) The vehicle’s weight increased while it was
descending to the surface of Mars.
(C) The vehicle’s weight always equals the
normal force exerted by Mars on the vehicle
while it is landing.
(D) The vehicle weighs less on the surface of
Mars than on the surface of Earth.

-29-
END OF SECTION I
IF YOU FINISH BEFORE TIME IS CALLED,

YOU MAY CHECK YOUR WORK ON THIS SECTION.
DO NOT GO ON TO SECTION II UNTIL YOU ARE TOLD TO DO SO.
________________________________
MAKE SURE YOU HAVE DONE THE FOLLOWING.
• PLACED YOUR AP NUMBER LABEL ON YOUR ANSWER SHEET
• WRITTEN AND GRIDDED YOUR AP NUMBER CORRECTLY ON YOUR

ANSWER SHEET
• TAKEN THE AP EXAM LABEL FROM THE FRONT OF THIS BOOKLET

AND PLACED IT ON YOUR ANSWER SHEET.
-30-
Section II: Free-Response Questions
This is the free-response section of the 2018 AP xam.

It includes cover material and other administrative instructions
to help familiarize students with the mechanics of the exam.
(Note that future exams may differ in look from the following content.)
AP Physics 1: Algebra-Based Exam
®
SECTION II: Free Response 2018

DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
At a Glance
Total Time
1 hour and 30 minutes
Number of Questions
5
Percent of Total Score
50%
Writing Instrument
Either pencil or pen with
black or dark blue ink
Electronic Device
Calculator allowed
Suggested Time
Approximately
25 minutes each for
questions 2 and 3 and
13 minutes each for
questions 1, 4, and 5 Instructions
Weight The questions for Section II are printed in this booklet. You may use any blank space in
Approximate weights:
Questions 2 and 3: the booklet for scratch work, but you must write your answers in the spaces provided for
26% each each answer. A table of information and lists of equations that may be helpful are in the
Questions 1, 4, and 5: booklet. Calculators, rulers, and straightedges may be used in this section.
16% each
All final numerical answers should include appropriate units. Credit for your work
depends on demonstrating that you know which physical principles would be appropriate
to apply in a particular situation. Therefore, you should show your work for each part in
the space provided after that part. If you need more space, be sure to clearly indicate
where you continue your work. Credit will be awarded only for work that is clearly
designated as the solution to a specific part of a question. Credit also depends on the
quality of your solutions and explanations, so you should show your work.
Write clearly and legibly. Cross out any errors you make; erased or crossed-out work will
not be scored. You may lose credit for incorrect work that is not crossed out.
Manage your time carefully. You may proceed freely from one question to the next. You
may review your responses if you finish before the end of the exam is announced.
Form I
Form Code 4OBP4-S
83
®
AP PHYSICS 1 TABLE OF INFORMATION
CONSTANTS AND CONVERSION FACTORS
Proton mass, mp = 1.67 ¥ 10-27 kg Electron charge magnitude, e = 1.60 ¥ 10 -19 C
Neutron mass, mn = 1.67 ¥ 10 -27 kg Coulomb’s law constant, k = 1 4 pe0 = 9.0 ¥ 10 9 N m 2 C2
Universal gravitational
Electron mass, me = 9.11 ¥ 10 -31 kg -11
m 3 kg s2
constant, G = 6.67 ¥ 10
Acceleration due to gravity
Speed of light, c = 3.00 ¥ 108 m s at Earth’s surface, g = 9.8 m s
2
meter, m kelvin, K watt, W degree Celsius, ∞C

UNIT kilogram, kg hertz, Hz coulomb, C
SYMBOLS second, s newton, N volt, V
ampere, A joule, J ohm, W
PREFIXES VALUES OF TRIGONOMETRIC FUNCTIONS FOR COMMON ANGLES

Factor Prefix Symbol
q 0 30 37 45 53 60 90
1012 tera T
sinq 0 12 35 2 2 45 3 2 1
10 9 giga G
10 6 mega M cosq 1 3 2 45 2 2 35 12 0
10 3 kilo k tanq 0 3 3 34 1 43 3 •
-2 centi c
10
-3 milli m
10 The following conventions are used in this exam.
10 -6 micro m I. The frame of reference of any problem is assumed to be inertial unless
otherwise stated.
10 -9 nano n II. Assume air resistance is negligible unless otherwise stated.
10 -12 pico p III. In all situations, positive work is defined as work done on a system.
IV. The direction of current is conventional current: the direction in which
positive charge would drift.
V. Assume all batteries and meters are ideal unless otherwise stated.
-2-
®
AP PHYSICS 1 EQUATIONS
MECHANICS ELECTRICITY
Ã x = Ãx 0 + a x t a = acceleration q1q2 A = area
A = amplitude FE = k 2 F = force
r
1 2 d = distance I = current
x = x0 + Ãx 0 t + at Dq
2 x E = energy I = = length
Dt
f = frequency P = power
Ãx2 = Ãx20 + 2 a x ( x - x0 ) F = force R=
r
q = charge
I = rotational inertia A R = resistance
a=
Â F = Fnet K = kinetic energy I =
DV r = separation
m m k = spring constant R t = time
L = angular momentum P = I DV V = electric potential
Ff £ m Fn
= length Rs = Â Ri r = resistivity
m = mass i
Ã2 1 1
ac =
r
P
p
=
=
power
momentum Rp
= Â Ri
i
p = mv r = radius or separation
T = period
Dp = F Dt t = time WAVES
U = potential energy f = frequency
1 v
K = mv2 V = volume l = v = speed
2 f
v = speed l = wavelength
DE = W = F d = Fd cos q W = work done on a system
GEOMETRY AND TRIGONOMETRY
x = position
DE y = height Rectangle A = area
P= a = angular acceleration A = bh C = circumference
Dt
m = coefficient of friction V = volume
1 2 Triangle S = surface area
q = q0 + w0t + at q = angle
2 1 b = base
r = density A= bh
2 h = height
w = w0 + at t = torque = length
w = angular speed Circle w = width
x = A cos (2 p ft )
A = pr 2 r = radius
Â t = t net DUg = mg Dy C = 2 pr
a=
I I
2p 1 Rectangular solid Right triangle
T = =
t = r^ F = rF sin q w f V = wh c 2 = a 2 + b2
L = Iw m a
Ts = 2 p Cylinder sin q =
k c
DL = t Dt V = pr 2
b
S = 2 pr + 2 pr 2 cos q =
Tp = 2 p c
1 2 g
K = Iw a
2 Sphere tan q =
m1m2 b
Fs = k x Fg = G 4 3
r2 V = pr c
3 a
1 2 Fg S = 4pr 2 q 90°
Us = kx g = b
2 m
m Gm1m2
r= UG = -
V r
-3-
PHYSICS 1
Section II
Time—1 hour and 30 minutes
5 Questions
Directions: Questions 1, 4, and 5 are short free-response questions that require about 13 minutes each to answer and
are worth 7 points each. Questions 2 and 3 are long free-response questions that require about 25 minutes each to
answer and are worth 12 points each. Show your work for each part in the space provided after that part.
1. (7 points, suggested time 13 minutes)

A toy consists of two identical solid spheres connected by a string with negligible mass. The toy is thrown at an
angle above the horizontal (not straight up) such that the string remains taut and both spheres are revolving
counterclockwise in a vertical plane around the center of the string, as shown above.
(a) Sketch graphs of the horizontal and vertical components of the velocity of the center of the string as a
function of time, from the instant the spheres are released at time t = 0 until the instant the system returns
to its initial height at time t f . Take the positive direction to be toward the right for the horizontal component
and the positive direction to be upward for the vertical component.

-4-
(b) The figure above shows the toy at the instant the center of the string reaches the top of its trajectory. This is
a side view: the sphere on the left is higher than the sphere on the right.
i. On the dot below, which represents the left sphere only, draw and label the forces (not components)
exerted on the left sphere at this instant. Represent each force by a distinct arrow starting on, and
pointing away from, the dot. The dashed line is drawn at the same angle as the string.
ii. On the dot below, which represents the whole toy (the spheres-string system), draw and label the forces
(not components) that act on the system at this instant. Represent each force by a distinct arrow starting
on, and pointing away from, the dot. The dashed line is drawn at the same angle as the string.
iii. When the toy was released, the center of the string was moving with an initial speed of 15 m s at a
60° angle above the horizontal. Calculate the speed of the center of the string at the instant shown
above, when the center of the string reaches the top of its trajectory.

-5-
A heavy lab cart moves with kinetic energy K init 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 K lost . A student wonders if the fraction of kinetic energy lost from the two-cart system during the
K lost
collision depends on the speed of the first cart before the collision and plans to perform an experiment.
K init
(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.

-6-
(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 m1 and m2 , respectively. Derive an expression for the fraction of kinetic energy lost
K lost
during the collision. Express your answer in terms of m1 and m2 .
K init

-7-
As shown above, the left end of a horizontal string is attached to an oscillator and the right end is attached to a
wall. The string’s midpoint is labeled C, and a dot has been painted on the left half of the string. The left half of
the string is uniformly thick, with diameter D0 , while the right half of the string gradually increases in thickness
from the midpoint C to the wall. The string is made of a material with uniform density (mass per unit volume).
(a) The oscillator shakes the left end of the string up and down, creating waves traveling to the right with
speed v0 . A student observes that every wave crest approaching the midpoint C passes through C but
gradually slows down on the right half of the string.
i. On which half of the string, if either, do the waves have a longer wavelength?
____ Left half ____ Right half ____ Same wavelength on both halves
Briefly explain your reasoning.
ii. The graph below represents the vertical velocity of the dot on the left half of the string as a
function of time.
Describe how you could use the graph to estimate the amplitude of the waves at the dot’s location.
You do NOT have to actually calculate the amplitude.
(b) In a different experiment, the oscillator shakes the left end of the string up and down at a rate of 50 cycles
per second. The leading edge of the wave reaches the midpoint C, which is 0.75 m from the left end of the
string, 0.030 second after the oscillator starts shaking the string. Calculate the wavelength of the wave on the
left half of the string.

-8-
Later, the student uses the oscillator to create a single pulse with initial speed v0 at the left end of the string, as
shown above. The student wants to quantify the observation that the pulse slows down on the right half of the
string. The student comes up with the following equation relating the string’s diameter D at a given point on the
D0
string to the speed v of the pulse at that point: v = v0 .
D
(c) Is the equation consistent with the observation that the pulse slows down on the right half of the string?
____ Yes ____ No
(d) Using frame-by-frame analysis of video of the pulse, the student plots the speed v of the pulse as a function
of the string diameter D, as shown below.
Are the data in the graph consistent with the student’s equation above?
____ Yes ____ No
Briefly explain your answer.
Question 3 continues on the next page.

-9-
(e) The figure above shows only the right half of the string. The solid line represents the shape of the wave
pulse when its peak reaches point X, which is to the right of the midpoint C. Draw the pulse when it reaches
point Y. Your drawing should clearly indicate whether the width of the pulse at point Y is greater than,
equal to, or less than the width of the pulse at point X.

-10-
A student strikes a block at the bottom of a ramp, giving it an
initial speed v0 up the ramp, as shown at right. There is friction
between the ramp and the block as it slides a distance x up the
ramp and then slides back down.
(a) On the dots below, which represent the block as it is sliding up the ramp and down the ramp, draw and label
the forces (not components) exerted on the block. Represent each force by a distinct arrow starting on, and
pointing away from, the dot. The dashed lines are drawn at the same angle as the surface of the ramp.
(b) The block takes time tup to slide up the ramp a distance x. The block then takes time tdown to slide back
down to the bottom of the ramp, where it has speed v f . Is tdown greater than, equal to, or less than tup ?
____ tdown > t up ____ tdown = t up ____ tdown < t up
In a clear, coherent paragraph-length response that may also contain figures and/or equations, explain your
reasoning. If you need to draw anything other than what you have shown in part (a) to assist in your
response, use the space below. Do NOT add anything to the figures in part (a).

-11-
Students in a physics lab use a battery and three identical lightbulbs to construct the circuit shown in Figure 1
above. The brightness of each bulb increases when the current through the bulb increases.
(a) Which bulb, if any, is the brightest?
____ A ____ B ____ C ____ All bulbs have the same brightness.
Briefly explain your reasoning in terms of current and/or potential difference.
(b) The students observe the brightness of bulbs A, B, and C. The students then add a fourth lightbulb D, with a
larger resistance than bulbs A, B, and C, as shown in Figure 2 below.
i. Is bulb A now brighter than, dimmer than, or the same brightness as it was in the circuit in Figure 1 ?
____ Brighter ____ Dimmer ____ Same brightness
ii. Is bulb B now brighter than, dimmer than, or the same brightness as it was in the circuit in Figure 1 ?
____ Brighter ____ Dimmer ____ Same brightness

-12-
(c) Bulbs A, B, and C each have resistance 10 W , while bulb D has a resistance of 30 W . In the circuit shown
in Figure 2, the current through bulb D is measured to be 0.20 A. Calculate the potential difference across
bulb A.

-13-
THIS PAGE MAY BE USED FOR SCRATCH WORK.
STOP
END OF EXAM
IF YOU FINISH BEFORE TIME IS CALLED,

YOU MAY CHECK YOUR WORK ON THIS SECTION.
________________________________
THE FOLLOWING INSTRUCTIONS APPLY TO THE COVERS OF THE

SECTION II BOOKLET.
• MAKE SURE YOU HAVE COMPLETED THE IDENTIFICATION

INFORMATION AS REQUESTED ON THE FRONT AND BACK
COVERS OF THE SECTION II BOOKLET.
• CHECK TO SEE THAT YOUR AP NUMBER LABEL APPEARS

IN THE BOX ON THE FRONT COVER.
• MAKE SURE YOU HAVE USED THE SAME SET OF AP

NUMBER LABELS ON ALL AP EXAMS YOU HAVE TAKEN
THIS YEAR.
-14-
Multiple-Choice Answer Key
The following contains the answers to

the multiple-choice questions in this exam.
Answer Key for AP Physics 1
Practice Exam, Section I
Question 1: C Question 21: A

Question 2: B Question 22: C
Question 3: B Question 23: C
Question 4: D Question 24: A
Question 5: D Question 25: D
Question 6: C Question 26: A
Question 7: A Question 27: C
Question 8: C Question 28: D
Question 9: B Question 29: A
Question 10: C Question 30: C
Question 11: B Question 31: B
Question 12: C Question 32: C
Question 13: C Question 33: B
Question 14: D Question 34: D
Question 15: C Question 35: B
Question 16: D Question 36: C
Question 17: C Question 13 : A,C
Question 18: A Question 13 : B,D
Question 19: D Question 13 : A,D
Question 20: A Question 13 : B,D
Free-Response Scoring Guidelines
The following contains the scoring guidelines

for the free-response questions in this exam.
AP® PHYSICS 1
2018 SCORING GUIDELINES
Question 1
7 points total Distribution
of points
A toy consists of two identical solid spheres connected by a string with negligible mass. The toy is thrown at an
angle above the horizontal (not straight up) such that the string remains taut and both spheres are revolving
counterclockwise in a vertical plane around the center of the string, as shown above.
(a) LO / SP: 4.A.2.1 / 6.4; 4.A.2.3 / 1.4, 2.2
2 points
Sketch graphs of the horizontal and vertical components of the velocity of the center of the string as a function
of time, from the instant the spheres are released at time t 0 until the instant the system returns to its initial
height at time t f . Take the positive direction to be toward the right for the horizontal component and the
positive direction to be upward for the vertical component.
Example graphs:
Horizontal component: For a non-zero horizontal line 1 point

Vertical component: For a non-vertical line with a negative slope that crosses the 1 point
horizontal axis near t f 2 and reaches t f
Note: Any part of the sketched graph beyond t f is ignored.
© 2018 The College Board.

Visit the College Board on the Web: www.collegeboard.org.
AP® PHYSICS 1
Question 1 (continued)
Distribution
of points
(b) LO / SP: 3.A.4.3 / 1.4; 3.B.2.1 / 1.1; 4.A.2.1 / 6.4; 4.A.2.3 / 1.4, 2.2; 4.A.3.2 / 1.4
5 points
The figure above shows the toy at the instant the center of the string reaches the top of its trajectory. This is a
side view: the sphere on the left is higher than the sphere on the right.
i 2 points
On the dot below, which represents the left sphere only, draw and label the forces (not components)
exerted on the left sphere at this instant. Represent each force by a distinct arrow starting on, and
pointing away from, the dot. The dashed line is drawn at the same angle as the string.
For a gravitational force with correct direction and label 1 point

For a tension force with correct direction and label 1 point
Note: A maximum of one point may be earned if there are any extraneous forces.
ii 1 point
On the dot below, which represents the whole toy (the spheres-string system), draw and label the forces
(not components) that act on the system at this instant. Represent each force by a distinct arrow starting
on, and pointing away from, the dot. The dashed line is drawn at the same angle as the string.

AP® PHYSICS 1
Distribution
of points
(b)(ii) continued
For a vector pointing downward representing the gravitational force with no extraneous 1 point
forces
Note: A label is not required, since the use of labels is assessed in part (b)(i).
iii 2 points
When the toy was released, the center of the string was moving with an initial speed of 15 m s at a 60°
angle above the horizontal. Calculate the speed of the center of the string at the instant shown above,
when the center of the string reaches the top of its trajectory.
For attempting to find the horizontal component of velocity 1 point

Note: See examples below. This point is earned for the wrong use of trig functions if it is
clear it is being used to find the horizontal component, but not awarded if it’s not
clear which component the trig function is referring to, or for stating that the vertical
component is zero.
For a correct numerical answer for horizontal velocity with correct units 1 point
Examples:
0 points: v sin 13 m s (No clear indication of an attempt to find the horizontal
component)
1 point: v x v sin 13 m s (An attempt to find the horizontal component is implied
by the vx term)
1 point: v cos (An attempt to find the horizontal component is implied
by the cos term)
1 point: v cos 7.5 (Correct numerical answer with no units)
1 point: 7.5 m s (Correct answer with units, but no work shown)
2 points: 15cos 60 7.5 m s (Correct answer with units)
2 points: 15cos 60 m s (Correct answer with units)

AP® PHYSICS 1
Learning Objectives (LO)
LO 3.A.4.3: The student is able to analyze situations involving interactions among several objects by using
free-body diagrams that include the application of Newton’s third law to identify forces. [See Science Practice
1.4]
LO 3.B.2.1: The student is able to create and use free-body diagrams to analyze physical situations to solve
problems with motion qualitatively and quantitatively. [See Science Practices 1.1, 1.4, 2.2]
LO 4.A.2.1: The student is able to make predictions about the motion of a system based on the fact that
acceleration is equal to the change in velocity per unit time, and velocity is equal to the change in position per
unit time. [See Science Practice 6.4]
LO 4.A.2.3: The student is able to create mathematical models and analyze graphical relationships for
acceleration, velocity, and position of the center of mass of a system and use them to calculate properties of the
motion of the center of mass of a system. [See Science Practices 1.4, 2.2]
LO 4.A.3.2: The student is able to use visual or mathematical representations of the forces between objects in a
system to predict whether or not there will be a change in the center-of-mass velocity of that system. [See
Science Practice 1.4]

AP® PHYSICS 1
Question 2
of points
A heavy lab cart moves with kinetic energy K init 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 K lost . A student wonders if the fraction of kinetic energy lost from the two-cart system during
K lost
the collision depends on the speed of the first cart before the collision and plans to perform an
K init
experiment.
(a) LO / SP: 5. .1.4 / 4.2, 6.4

1 point
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.
For a valid statement relating the speed of cart and dissipation of mechanical energy 1 point
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:
ore 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
(b) LO / SP: 3.A.1.2 / 4.2; 5. .1.4 / 4.2

5 points
esign an experimental procedure that could be used to test the student’s hypothesis. Assume equipment
usually found in a school physics laboratory is available.
n 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. ou do not need to use every row and may add
additional rows as needed.

AP® PHYSICS 1
Distribution
of points
uantity to be easured Symbol Equipment for easurement
escribe 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.
For measuring the speed of both carts before and after collision 1 point
Note: t is not necessary to measure the initial speed of the cart that is at rest.
For measuring the mass of the carts (or calculating mass ratio using conservation of 1 point
momentum, which may be stated later)
For equipment and measurements consistent with procedure as described or drawn in 1 point
diagram (e.g., motion detectors in the right places to measure speed of both carts)
For varying the speed (making speed the independent variable) of the first cart in a 1 point
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.
For attempting to reduce uncertainty, e.g., multiple trials for a given initial speed of cart 1 point
1, or trials involving at least three different initial speeds
Example:
uantity to be easured Symbol Equipment for easurement
nitial speed of heavy cart (H) viH otion sensor ( S1)
Final speed of heavy cart vf H otion sensor ( S1)
ass of heavy cart mH Triple beam balance
Final speed of light cart (L) vf L otion sensor ( S2)
ass of light cart mL Triple beam balance
S1 H L S2
easure 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 immediatly before the collision,
and the speeds of both carts immediately after the collision. Repeat 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.

AP® PHYSICS 1
Distribution
of points
(c) LO / SP: 4.C.1.1 / 1.4, 2.2; 5.B.4.2 / 1.4, 2.2; 5. .1.4 / 5.1
3 points
escribe 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.
nclude a description or example of any equations, data tables, graphs, or other representations that could be
used.
For a correct indication of how initial and final total kinetic energy would be calculated 1 point
from the raw data
For using the difference between initial and final total kinetic energy to determine the 1 point
kinetic energy lost
For a description of how the calculated fractional energy losses would be used to 1 point
confirm or disconfirm the hypothesis
Example:
1
For each trial, calculate the initial kinetic energy of the heavy cart using K init m v 2.
2 H iH
1 1
Also calculate the final kinetic energy K f m v 2 m v 2.
2 H fH 2 L fL
ake a graph of K lost K init K init K f K init as a function of viH .
f a positive trend is seen in the data, the hypothesis is confirmed.
(d) LO / SP: 4.C.1.1 / 1.4, 2.2; 5.B.4.2 / 1.4, 2.2; 5. .2.5 / 2.2
3 points
Consider a different scenario in which the carts stick together after the collision. The masses of the heavier and
K lost
lighter cart are m1 and m2 , respectively. erive an expression for the fraction of kinetic energy lost
K init
during the collision. Express your answer in terms of m1 and m2 .
For using momentum conservation to find v f in terms of vi , or the ratio of post- 1 point
collision to pre-collision speed
For a correct expression for final kinetic energy (or consistent with v f found from 1 point
conservation of momentum)
OR a correct expression for the fractional energy loss in terms of m1 , m2 , the initial
speed of the heavy cart, and the final speed of the two-cart system
A correct expression for fraction of kinetic energy lost: 1 point
m2 m1
or 1
m1 m2 m1 m2
Note: The above point is not earned if the answer includes any variables other than m1
and m2

AP® PHYSICS 1
LO 3.A.1.2: The student is able to design an experimental investigation of the motion of an object. [See Science
Practice 4.2]
LO 4. .1.1: The student is able to calculate the total energy of a system and justify the mathematical routines
used in the calculation of component types of energy within the system whose sum is the total energy. [See
Science Practices 1.4, 2.1, and 2.2]
LO .B.4.2: The student is able to calculate changes in kinetic energy and potential energy of a system, using
information from representations of that system. [See Science Practices 1.4, 2.1, and 2.2]
LO . .1.4: The student is able to design an experimental test of an application of the principle of the
conservation of linear momentum, predict an outcome of the experiment using the principle, analyze data
generated by that experiment whose uncertainties are expressed numerically, and evaluate the match between
the prediction and the outcome. [See Science Practices 4.2, 5.1, 5.3, and 6.4]
LO . .2. : The student is able to classify a given collision situation as elastic or inelastic, justify the selection
of conservation of linear momentum as the appropriate solution method for an inelastic collision, recognize that
there is a common final velocity for the colliding objects in the totally inelastic case, solve for missing
variables, and calculate their values. [See Science Practices 2.1 and 2.2]

AP® PHYSICS 1
Question 3
of points
As shown above, the left end of a horizontal string is attached to an oscillator and the right end is attached to a
wall. The string’s midpoint is labeled C, and a dot has been painted on the left half of the string. The left half of
the string is uniformly thick, with diameter D0 , while the right half of the string gradually increases in
thickness from the midpoint C to the wall. The string is made of a material with uniform density (mass per unit
volume).
(a) LO / SP: 3.A.1.1 / 1.5, 2.1, 2.2; 3.B.3.1 / 6.4, 7.2; 3.B.3.4 / 2.2, 6.2; 6.B.4.1 / 5.1, 7.2
5 points
The oscillator shakes the left end of the string up and down, creating waves traveling to the right with
speed v0 . A student observes that every wave crest approaching the midpoint C passes through C but
gradually slows down on the right half of the string.
i 2 points
On which half of the string, if either, do the waves have a longer wavelength
Left half Right half Same wavelength on both halves
Correct answer: Left half

Note: A maximum of 1 point may be earned if the wrong selection is made.
For stating that the frequency stays the same 1 point
For stating that, since the speed of the wave decreases as it moves to the right, the 1 point
wavelength must decrease as well, or for using v or v f
Alternate solution
For using reasoning that applies to a pulse (the leading edge is slower than trailing 2 points
edge, so the trailing edge “catches up to” the leading edge and wavelength
decreases)

AP® PHYSICS 1
Distribution
of points
(a) continued
ii 3 points
The graph below represents the vertical velocity of the dot on the left half of the string as a
function of time.
escribe how you could use the graph to estimate the amplitude of the waves at the dot’s location.
ou do NOT have to actually calculate the amplitude.
For using the area under the velocity vs. time curve. 1 point
For correctly or incorrectly relating the area under the curve to the amplitude OR 1 point
identifying a specific area (in terms of range of times, humps , cycles, etc.)
For correctly identifying a quarter cycle, or half a hump , as the area or displacement 1 point
corresponding to the amplitude (or any correct relationship between cycles and
amplitude)
Examples:
1 point: nspecified area: se the area under the curve.

2 points: Any area specified:
se the area under the curve from t 0 to t 0.4 s
Area under a full hump because that’s a full period.
Area under a the curve for 1/4 period (only 2 points because didn’t specify what
period corresponds to on the graph)
3 points: Correct area (quarter cycle, OR half cycle with statement that it’s twice the
amplitude):
The area under half a hump
Alternate solution based on vmax A

For using vmax A 1 point
2 1 point
For indicating how can be determined from the graph (e.g., , where T
T
corresponds to a complete cycle)
vmax T 1 point
For a correct algebraic expression for amplitude (e.g., )
2

AP® PHYSICS 1
Distribution
of points
(b) LO / SP: 3.A.1.1 / 1.5, 2.1, 2.2; 6.B.4.1 / 5.1
3 points
n a different experiment, the oscillator shakes the left end of the string up and down at a rate of 50 cycles per
second. The leading edge of the wave reaches the midpoint C, which is 0.75 m from the left end of the string,
0.030 second after the oscillator starts shaking the string. Calculate the wavelength of the wave on the left half
of the string.
For calculating wave speed v d t 1 point

For implicitly or explicitly using f 50 Hz 1 point
For calculating wavelength using v f 1 point
Example:
0.75 m
v 25 m s
0.030 s
v 25 m s
0.5 m
f 50 s 1
Later, the student uses the oscillator to create a single pulse with initial speed v0 at the left end of the string, as
shown above. The student wants to quantify the observation that the pulse slows down on the right half of the
string. The student comes up with the following equation relating the string’s diameter D at a given point on
D0
the string to the speed v of the pulse at that point: v v0 .
D
(c) LO / SP: 3.A.1.1 / 1.5, 2.2
1 point
s the equation consistent with the observation that the pulse slows down on the right half of the string
es No
Correct answer: es
Note: f the wrong selection is made, the explanation is not graded.
For stating that as D increases, v decreases 1 point

AP® PHYSICS 1
Distribution
of points
(d) LO / SP: 3.A.1.1 / 1.5, 2.2
1 point
sing frame-by-frame analysis of video of the pulse, the student plots the speed v of the pulse as a function of
the string diameter D, as shown below.
Are the data in the graph consistent with the student’s equation above
es No
Briefly explain your answer.
Correct answer: es
Note: f the wrong selection is made, no credit can be earned.
For stating that the data agree with the equation because of the downward trend in the 1 point
data, or for stating that v decreases as D increases (inverse relationship), or for
comparing calculated values from the equation with the data in the graph
(e) LO / SP: 6.A.1.2 / 1.2

2 points
The figure above shows only the right half of the string. The solid line represents the shape of the wave pulse
when its peak reaches point X, which is to the right of the midpoint C. raw the pulse when it reaches point Y.
our drawing should clearly indicate whether the width of the pulse at point Y is greater than, equal to, or less
than the width of the pulse at point X.
Example:
For a pulse with similar overall shape as the original 1 point

For a pulse that is narrower 1 point
Note: The height is not considered for earning this point.

AP® PHYSICS 1
LO 3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and graphical
representations. [See Science Practices 1.5, 2.1, and 2.2]
LO 3.B.3.1: The student is able to predict which properties determine the motion of a simple harmonic
oscillator and what the dependence of the motion is on those properties. [See Science Practices 6.4 and 7.2]
LO 3.B.3.4: The student is able to construct a qualitative and/or a quantitative explanation of oscillatory
behavior given evidence of a restoring force. [See Science Practices 2.2 and 6.2]
LO .A.1.2: The student is able to describe representations of transverse and longitudinal waves. [See Science
Practice 1.2]
LO .B.4.1: The student is able to design an experiment to determine the relationship between periodic wave
speed, wavelength, and frequency and relate these concepts to everyday examples. [See Science Practices 4.2,
5.1, and 7.2]

AP® PHYSICS 1
Question 4
of points
A student strikes a block at the bottom of a ramp, giving it an

initial speed v0 up the ramp, as shown at right. There is friction
between the ramp and the block as it slides a distance x up the
ramp and then slides back down.
(a) LO / SP: 3.A.2.1 / 1.1; 3.B.2.1 / 1.1, 1.4

2 points
On the dots below, which represent the block as it is sliding up the ramp and down the ramp, draw and label the
forces (not components) exerted on the block. Represent each force by a distinct arrow starting on, and pointing
away from, the dot. The dashed lines are drawn at the same angle as the surface of the ramp.
Example:
For a labeled friction force vector in the correct direction in both diagrams 1 point
For labeled gravitational and normal forces in the correct directions in both diagrams, 1 point
with no extraneous forces
(b) LO / SP: 2.B.1.1 / 2.2; 3.A.1.1 / 1.5, 2.2; 3.B.1.1 / 6.4, 7.2; 3.B.1.3 / 1.5, 2.2; 3.B.2.1 / 1.1, 1.4, 2.2
5 points
The block takes time tup to slide up the ramp a distance x. The block then takes time tdown to slide back down
to the bottom of the ramp, where it has speed v f . s tdown greater than, equal to, or less than tup
tdown tup tdown tup tdown tup
n a clear, coherent paragraph-length response that may also contain figures and/or equations, explain your
reasoning. f you need to draw anything other than what you have shown in part (a) to assist in your response,
use the space below. o NOT add anything to the figures in part (a).

AP® PHYSICS 1
Distribution
of points
Correct Answer: tdown tup
Note: The response is graded even if an incorrect selection is made.
For stating that the magnitude of the net force on the block is greater when it is sliding 1 point
up the ramp than when it is sliding down the ramp because the direction of the
frictional force changes while the direction of the component of the gravitational
force along the ramp does not (this can be implied) OR a description of the net force
consistent with the free-body diagrams (FB s) in part (a)
For stating that the magnitude of acceleration of the block while sliding up the ramp is 1 point
greater than that when sliding down, OR a description of acceleration consistent
with the FB s in part (a)
For a justification that v f is less than v0 , OR average v up is greater than average v 1 point
down (e.g., speed changes more on way up than on way down because acceleration
is greater on the way up and the same distance covered and final/initial speed on
way up/down is zero), OR a description of final and initial speeds consistent with
the FB s in part (a)
For a correct argument that, if v f is less than v0 or the average speed up is greater than 1 point
the average speed down, then tdown is greater than tup . (This argument could
include a kinematic equation.)
Note: Student cannot earn this point even if justification is consistent with an incorrect
FB in part (a)
For a logical, relevant, and internally consistent argument that addresses the required 1 point
argument or question asked, and follows the guidelines described in the published
requirements for the paragraph-length response
Note: A maximum of 4 of 5 points (first 3 points plus 5th point) can be earned if the
FB s in part (a) are incorrect (e.g., friction force is in the same direction in both
FB s)
Alternate solution using work/energy reasoning for 1st two points of part (b)
For correctly applying work-energy to up/down ramp (or, indicating block-Earth system 1 point
has the same potential energy at the beginning and end)
For correct treatment of energy loss to friction 1 point

AP® PHYSICS 1
LO 2.B.1.1: The student is able to apply F mg to calculate the gravitational force on an object with mass m in
a gravitational field of strength g in the context of the effects of a net force on objects and systems. [See Science
Practices 2.2 and 7.2]
LO 3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and graphical
representations. [See Science Practices 1.5, 2.1, and 2.2]
LO 3.A.2.1: The student is able to represent forces in diagrams or mathematically using appropriately labeled
vectors with magnitude, direction, and units during the analysis of a situation. [See Science Practice 1.1]
LO 3.B.1.1: The student is able to predict the motion of an object subject to forces exerted by several objects
using an application of Newton’s second law in a variety of physical situations with acceleration in one
dimension. [See Science Practices 6.4 and 7.2]
LO 3.B.1.3: The student is able to reexpress a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the acceleration of the object. [See Science
Practices 1.5 and 2.2]
LO 3.B.2.1: The student is able to create and use free-body diagrams to analyze physical situations to solve
problems with motion qualitatively and quantitatively. [See Science Practices 1.1, 1.4, and 2.2]

AP® PHYSICS 1
Question 5
of points
Students in a physics lab use a battery and three identical lightbulbs to construct the circuit shown in Figure 1
above. The brightness of each bulb increases when the current through the bulb increases.
(a) LO / SP: 5.C.3.1 / 6.4

1 point
Which bulb, if any, is the brightest

A B C All bulbs have the same brightness.
Briefly explain your reasoning in terms of current and/or potential difference.
Correct answer: All bulbs have the same brightness

Note: The response does not earn credit if an incorrect selection is made.
For correct checkbox and assertion that current (rate of charge flow) is the same 1 point
throughout the circuit.
Note: For this point to be earned, statement must include current and/or potential
difference (i.e., because they are in series is not sufficient).
Examples:
The current through the light bulbs is the same everywhere within a series circuit
regardless of their proximity to the battery.
Because the potential difference across each bulb is the same.

AP® PHYSICS 1
Distribution
of points
(b) LO / SP: 5.B. .3 / 2.2, 6.4; 5.C.3.1 / 6.4; 5.C.3.3 / 1.4, 2.2
3 points
The students observe the brightness of bulbs A, B, and C. The students then add a fourth lightbulb D, with a
larger resistance than bulbs A, B, and C, as shown in Figure 2 below.
i 2 points
s bulb A now brighter than, dimmer than, or the same brightness as it was in the circuit in Figure 1
Brighter immer Same brightness
Correct answer: Brighter

Note: The response is graded even if an incorrect selection is made.
For recognizing that the addition of lightbulb D reduces the equivalent resistance of the 1 point
circuit
For correctly stating that the overall current (i.e., current through battery) is greater in 1 point
the modified circuit
ii 1 point
s bulb B now brighter than, dimmer than, or the same brightness as it was in the circuit in Figure 1
Brighter immer Same brightness
Correct answer: immer

Note: The response does not earn credit if an incorrect selection is made.
For an argument that the current is now split between bulb B and bulb D, which tends to 1 point
lower the current through bulb B
Note: t is not necessary to address change in current through the battery.
Alternate Solution
For an argument that the potential difference across both bulb A and bulb C increases 1 point
and the potential difference of the battery remains constant, which causes the
potential difference across bulb B to decrease due to conservation of energy
(Kirchhoff’s Loop Rule)

AP® PHYSICS 1
Distribution
of points
(c) LO / SP: 5.B. .3 / 2.2, 6.4; 5.C.3.1 / 6.4; 5.C.3.3 / 1.4, 2.2
3 points
Bulbs A, B, and C each have resistance 10 , while bulb D has a resistance of 30 . n the circuit shown
in Figure 2, the current through bulb D is measured to be 0.20 A. Calculate the potential difference across
bulb A.
Reasoning using current:

For correctly calculating the current through bulb B (0.6 A) 1 point
For an implicit or explicit calculation of the total current consistent with previous step 1 point
(0. A)
For a potential difference across bulb A consistent with previous steps and with correct 1 point
units: V
Reasoning using potential difference:

For correctly calculating the potential difference across bulb D and recognizing 1 point
(explicitly or implicitly) that it is equal to the potential difference across bulb B
(6 V)
For explicitly or implicitly determining the ratio R A RBD (4/3) 1 point
For a potential difference across bulb A consistent with previous steps and with correct 1 point
units: V
LO .B. .3: The student is able to apply conservation of energy ( irchhoff’s loop rule) in calculations
involving the total electric potential difference for complete circuit loops with only a single battery and resistors
in series and/or in, at most, one parallel branch. [See Science Practices 2.2, 6.4, 7.2]
LO . .3.1: The student is able to apply conservation of electric charge ( irchhoff’s junction rule) to the
comparison of electric current in various segments of an electrical circuit with a single battery and resistors in
series and in, at most, one parallel branch and predict how those values would change if configurations of the
circuit are changed. [See Science Practices 6.4, 7.2]
LO . .3.3: The student is able to use a description or schematic diagram of an electrical circuit to calculate
unknown values of current in various segments or branches of the circuit. [See Science Practices 1.4, 2.2]

Scoring Worksheet
The following provides a scoring worksheet and conversion table

used for calculating a composite score of the exam.
2018 AP Physics 1 Scoring Worksheet
Section I: Multiple Choice
1.0000 =
Number Correct Weighted Section I Score
(out of 40) (Do not round)
Section II: Free Response
Question 1 0.8888 =
Question 2 0.8888 =
Question 3 0.8888 =
Question 4 0.8888 =
Question 5 0.8888 =
Sum =
Weighted
Section II
Score
(Do not round)
Composite Score
+ =
Weighted Weighted Composite Score
Section I Score Section II Score (Round to nearest
whole number)
AP Score Conversion Chart

Physics 1
Composite
Score Range AP Score
61-80 5
48-60 4
36-47 3
24-35 2
0-23 1
The following contains tables showing the content assessed,

the correct answer, and how AP students performed on each question.
2018 AP Physics 1: Algebra-Based
Multiple-Choice Questions
Question Learning Objectives Essential Knowledge Science Practices Key % Correct

1 3.A.3.1; 3.B.2.1 3.A.3; 3.B.2 6.4; 1.4 C 89
2 5.D.2.5 5.D.2 2.2 B 52
3 3.A.1.1; 3.A.1.3 3.A.1; 3.A.1 1.5; 2.2; 5.1 B 90
4 3.A.1.1; 3.A.1.3; 3.B.3.3 3.A.1; 3.A.1; 3.B.3 1.5; 2.2; 5.1; 2.2; 5.1 D 67
5 3.B.3.3 3.B.3 2.2; 5.1 D 54
6 6.B.2.1; 6.B.4.1 6.B.2; 6.B.4 1.4; 5.1 C 62
7 6.D.3.1 6.D.3 4.2 A 47
3.B.2.1; 4.C.1.1; 4.C.2.2; 3.B.2; 4.C.1; 4.C.2; 2.2; 2.2; 2.2; 2.2; 2.2;
8 C 68
5.B.4.2; 5.B.5.5 5.B.4; 5.B.5 6.4
9 4.B.2.2 4.B.2 5.1 B 36
10 5.B.9.3; 5.C.3.1; 5.C.3.3 5.B.9; 5.C.3; 5.C.3 6.4; 7.2; 6.4; 7.2; 1.4 C 64
3.E.1.1; 3.E.1.2; 5.B.3.1; 3.E.1; 3.E.1; 5.B.3; 6.4; 7.2; 1.4; 2.2; 6.4;
11 B 51
5.B.4.1 5.B.4 7.2; 6.4; 7.2
12 5.B.4.1; 5.B.4.2; 5.B.5.4 5.B.4; 5.B.4; 5.B.5 6.4; 1.4; 6.4 C 83
13 3.E.1.1; 4.C.1.2 3.E.1; 4.C.1 6.4; 6.4 C 48
14 5.A.2.1; 5.B.4.2 5.A.2; 5.B.4 6.4; 1.4; 2.1; 2.2 D 37
15 1.B.1.1; 1.B.1.2; 5.A.2.1 1.B.1; 1.B.1; 5.A.2 6.4; 6.4; 6.4 C 63
1.5; 2.2; 1.5; 2.2; 1.1;
16 3.A.1.1; 3.B.1.3; 3.B.2.1 3.A.1; 3.B.1; 3.B.2 D 43
1.4; 2.2
17 5.B.4.2 5.B.4 1.4; 2.1 C 49
18 3.E.1.1; 4.C.2.1; 5.B.5.4 3.E.1; 4.C.2; 5.B.5 6.4; 7.2; 6.4; 6.4; 7.2 A 44
4.C.1.1; 4.C.1.2; 5.B.3.2; 4.C.1; 4.C.1; 5.B.3; 1.4; 2.1; 2.2; 6.4; 1.4;
19 D 32
5.B.5.5 5.B.5 2.2; 2.2; 6.4
20 3.A.1.1 3.A.1 1.5; 2.2 A 37
3.E.1.1; 3.E.1.4; 4.C.1.1; 3.E.1; 3.E.1; 4.C.1; 6.4; 2.2; 1.4; 2.2; 1.4;
21 A 36
4.C.2.2; 5.B.4.2 4.C.2; 5.B.4 2.2; 1.4; 2.2
22 3.A.1.1; 5.B.5.5 3.A.1; 5.B.5 2.2; 2.2 C 39
23 3.B.1.1; 3.B.2.1; 4.A.2.1 3.B.1; 3.B.2; 4.A.2 6.4; 1.1; 1.4; 6.4 C 41
24 6.A.1.1 6.A.1 6.2 A 47
6.4; 2.2; 6.4; 7.2; 1.4;
25 1.B.1.1; 5.B.9.3; 5.C.3.3 1.B.1; 5.B.9; 5.C.3 D 47
2.2
26 5.C.3.1; 5.C.3.3 5.C.3; 5.C.3 6.4; 1.4; 2.2 A 36
27 3.F.1.2; 4.D.1.1 3.F.1; 4.D.1 1.4; 1.4 C 58
28 3.F.2.1; 4.D.3.1 3.F.2; 4.D.3 6.4; 2.2 D 43
29 3.F.2.1 3.F.2 6.4 A 32
30 3.B.3.1 3.B.3 6.4; 7.2 C 32
31 6.A.3.1; 6.B.1.1 6.A.3; 6.B.1 1.4; 1.4 B 69
32 6.D.4.2 6.D.4 2.2 C 29
33 3.A.1.1; 3.A.3.1 3.A.1; 3.A.3 1.5; 2.2; 6.4; 7.2 B 33
4.A.1.1; 4.A.2.1; 4.A.3.2; 4.A.1; 4.A.2; 4.A.3; 1.4; 6.4; 6.4; 1.4; 2.2;
34 D 25
5.D.2.5; 5.D.3.1 5.D.2; 5.D.3 6.4
35 3.C.2.1 3.C.2 6.4 B 31
36 5.B.5.3 5.B.5 1.4; 2.2; 6.4 C 42
2018 AP Physics 1: Algebra-Based
Question Learning Objectives Essential Knowledge Science Practices Key % Correct

131 3.A.4.3; 3.B.2.1 3.A.4; 3.B.2 1.4; 1.1; 1.4 A, C 66
132 3.D.2.2; 3.D.2.3 3.D.2; 3.D.2 6.4; 5.1 B, D 40
133 3.A.1.1 3.A.1 1.5; 2.2 A, D 36
134 2.B.1.1; 2.B.2.1 2.B.1; 2.B.2 2.2; 7.2; 2.2 B, D 42
Free-Response Questions
Question Learning objectives Essential Knowledge Science Practices Mean Score

3.A.4.3; 3.B.2.1; 4.A.2.1; 3.A.4; 3.B.2; 4.A.2;
1 1.4; 1.1; 6.4; 1.4; 2.2; 1.4 3.61
4.A.2.3; 4.A.3.2 4.A.2; 4.A.3
3.A.1.2; 4.C.1.1; 5.B.4.2; 3.A.1; 4.C.1; 5.B.4; 4.2; 1.4; 2.2; 1.4; 2.2; 4.2;
2 3.06
5.D.1.4; 5.D.2.5 5.D.1; 5.D.2 5.1; 6.4; 2.2
3.A.1.1; 3.B.3.1; 3.B.3.4; 3.A.1; 3.B.3; 3.B.3; 1.5; 2.1; 2.2; 6.4; 7.2; 2.2;
3 5.24
6.A.1.2; 6.B.4.1 6.A.1; 6.B.4 6.2; 1.2; 5.1; 7.2
2.B.1.1; 3.A.1.1; 3.A.2.1; 2.B.1; 3.A.1; 3.A.2; 2.2; 1.5; 2.2; 1.1; 6.4; 7.2;
4 1.62
3.B.1.1; 3.B.1.3; 3.B.2.1 3.B.1; 3.B.1; 3.B.2 1.5; 2.2; 1.1; 1.4; 2.2
5 5.B.9.3; 5.C.3.1; 5.C.3.3 5.B.9; 5.C.3; 5.C.3 2.2; 6.4; 6.4; 1.4; 2.2 2.65
AP Physics 1:
Algebra-Based
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