AP Physics EXPLAIN QUESTIONS Review

QUESTION DETAIL AP 1 & AP 2 AP C

A short answer (2 to 3 sentences) to explain a physics principle, set of Occurs throughout Usually a part of
Explain data, a graph, the relationship between variables in an equation you three of the five one or two
derived, etc. exam questions questions on exams
Definitely one of
Write a concise and coherent paragraph (5 to 8 sentences). Similar to Never before tested
Write a the five free
the explain question, but will involves several intertwined concepts or in AP C. Is it
paragraph response problems
a more complex issue. possible this year?
on these exams
Design an experiment to determine a specific quantity. Includes
Occasionally the
equipment, setup, procedure, data collected, and how the data is used Definitely one of
format of one of the
Experiment to determine the requested quantity. In addition, sources of error and the five free
questions on either
design error analysis may be included. While this is mentioned briefly in response problems
mechanics or the
this document, a more detailed review of these problems will be on these exams
E&M exams
discussed in the future.

GETTING STARTED: OFTEN THE EQUATIONS ARE THE KEY

Students often freeze up when they read a question that say: Explain… or Write a paragraph… or Design an experiment…
Explain how the magnitude of acceleration is affected by….
Write a clear and concise paragraph explaining why the objects arrive at the same location at the same time.
Design an experiment to determine the spring constant.
Yet when these same students are asked to
Solve for the magnitude of acceleration.
Determine the time that each object arrives at the final position.
Derive an equation for the spring constant.
they experience less stress and quickly begin by listing equations that can be used to solve the problem.
Physics is an equation driven science, and often seems like applied mathematics. In a lab setting physicists design experiments to
explain phenomena. They then collect data, look for relationships in the data, and finally quantify the relationships between key
variable as an equation. Ultimately the equations, given or derived, are the key in answering test questions.
1. When you read the instructions for a problem and it says Explain or Write a paragraph or Design an experiment
change the words in your mind to read Solve for or Determine or Derive an equation
just as was done in the three examples above. By listing equations, you have taken a first step and are NOT frozen
2. Process the equations, in variable letter form, as you normally would. Combining equations as necessary, and rearrange the
resulting equation to solve for the quantity they are asking you to explain. This is no different than solving a problem. Essentially
you are manipulating the equation that would solve the problem into a linearized format: y = m x + b
When equations are in this format you can draw conclusions about variable relationships in explain problems. This also helps you
identify the variables to graph in order to create a linearized graph to solve for a specific variable. This could be used in an
explain question, but is often key in an experiment design problem (More on experiment design in a future review document).
Remember the key, frequently encountered relationships, shown below as: A general function (in terms of y , m , and x) , in
words, and the variables to graph in order to create a linear graph.
y: The independent variable (y-axis). The variable measured in response to a change in the dependent variable.
m: This will often be more than one variable grouped together, and may also include coefficients (numerical values) The
variables that will appear together in the slope position include: the variable representing the value you are solving for, and
all constants.
x: The dependent variable (x-axis). The variable that was varied during the experiment. When time is involved, it varies on its
own, and is usually the dependent variable.
y=m y = mx 1 1
y = mx 2 y=m y=m 2
x x
y is constant. There is y in directly y in inversely
y in directly y in inversely
no relationship between proportional to the proportional to the
proportional to x proportional to x
y and x square of x square of x
Parabola: To linearize, Hyperbola: To linearize, To linearize, graph
Graph is horizontal line Linear
graph y vs. x2 graph y vs. 1/x y vs. 1/x2
3. Use the equation(s) as a starting point. The actual written explanation will follow the steps on the next page

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AP Physics EXPLAIN QUESTIONS Review
CLAIM, EVIDENCE, AND REASONING
Claim: Statement about the results of a mathematical derivation or experiment (the science version of a thesis statement)
Evidence: The equations, derivation, experimental data, tables, graphs, etc. that will be used to support your claim
Reasoning: A coherent explanation citing the evidence that supports the claim
CLAIM
In past exams, explain questions have been prompted in a couple of ways. They may refer to a previous part (how would the answer to
D change if…), or the explain question may be proceeded by a statement that is inserted between exam parts (a sentence appearing
between parts D and E with new information).
The actual explain question may begin by asking you to commit to a specific choice of some kind?
Examples:
• Will a specific quantity increase, decrease, or remain the same?
• Will a specific quantity be positive, negative, or zero?
• By what factor will a quantity change? Will it decrease by a factor of 4 (´1/4), decrease by a factor of 2 (´1/2), stay the same
(´1), increase by a factor of 2 (´2), or increase by a factor of 4 (´4).
The choices may be provided for you, with a line proceeding each word, where you can just place a check mark, as shown below.
____ Increase ____ Decrease ____Remain the same.
When you make this choice, you have essentially made a CLAIM.
Currently, there are NO points for making the correct selection. All points are awarded for your REASONING based on
EVIDENCE. Then why bother with the check mark? If you make the wrong selection, the AP grader DOES NOT even read
your answer, and the score is an automatic zero score. If you make the correct selection, then the grader awards points for
your reasoning, based on evidence cited, according to a very specific rubric.
In some problems the choices may not be provided. In this case you must make the CLAIM in sentence form. This is a simple
sentence: Examples: Acceleration will increase. The object will move at constant velocity. Etc.
EVIDENCE
If you started with an equation, as explained on the previous page, then you already have the first pieces of evidence: An equation.
Several forms of evidence are listed below. Essentially you have spent the year learning evidence, and now just need to switch
from using the evidence to solve a problem to using the evidence to explain, in words, how to solve a problem.
Equations Concepts, Theorems, & Laws Diagrams Data Graphs
Every equation you’ve Here are some mechanics Free body Some test problems may I suspect it will be difficult to
learned so far. examples. This is far from a diagrams. provide a data table that plot, or even sketch a graph,
complete list and depends on needs to analyzed, often during an online test.
This includes other Diagram of
the physics course you are in. involving graphing (see However, they could still ask
common equations experimental
the information at the hypothetical questions such
that are not shown on Newton’s laws of motion setups
right). as:
the equation sheets Work kinetic energy theorem Any
provided by AP You may be asked to What values should be
Conservation of energy diagram that
Central. make a claim about the graphed in order to linearize a
Impulse momentum theorem help you
data’s significance in graph that solves for…
In addition, this visualize
Conservation of momentum regard to how it affects a
includes equations that what is Or, you could be given a
Elastic versus inelastic specific variable.
can be derived by happening. graph and asked to make a
combining the above Hook’s law You might be asked if claim regarding a specific
A picture is
equations when asked Law of gravity the data is flawed, and variable.
worth a
to derive an equation. why.
1000-words.

REASONING
The part where you explain how to solve the problem in words (rather than solve it with numbers). You will predominantly be scored
on the evidence you cite. In paragraph answers, there will also be one point for presenting the evidence in a logical manner. If an
explanation focuses on experimental data, there may be questions regarding sources of error and error analysis (more on this later).

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AP Physics EXPLAIN QUESTIONS Review
EXAMPLE
At some point in a problem, you are presented with diagram at the right. The horizontal
surface is frictionless, and the pulley is massless and frictionless. m1
The explain portion of the question asks how acceleration of block 2 is
affected by doubling mass 1.
Perhaps a previous part asked you to solve for the acceleration of the object. Perhaps not. m2
Equations are often key, even in explain questions. If you were previously asked to solve
for acceleration you may want to refer to that equation. If you have not solved for acceleration
previously you should do so, as shown below
ΣFsys = Fg 2

m2 g
(m + m )a = m g
1 2 2
a=
( m1 + m2 )
An equation that solves for the quantity they are asking about is a good starting point.

While the equation gets you started, and is often a key piece of evidence, there are other forms of evidence to consider.
Fnet
Concepts: Newton’s 2nd Law, a =
m N1
Acceleration is directly proportional to the net force applied and
inversely proportional to the object’s inertia. T
m1
Diagrams: You may have previously been asked to draw a FBD. If not, you may
have drawn some type of vector force diagram, as shown at the right, T
in order to solve the above equation. Fg1
Data: Not relevant in this case: No data was provided. m2
Graphs: Not relevant in this case: No graph was not provided, nor were you
asked to create/sketch one. Fg2
If we look at the diagram, and think about concepts we have learned, we might conclude the following:
• The question is asking about the effect on mass 2’s acceleration, but mass 1 is tied to mass 2 forming a compound body.
Even though they move in different directions, the magnitudes of acceleration, velocity, and displacement will be the same
for both masses and for the system as a whole.
• Doubling mass 1 will double the inertia of mass 1. The tendency of mass one to continue either standing still or moving at
constant velocity has just doubled. Or, looking at it another way: Resistance to changes in mass 1’s velocity has just doubled.
• Doubling mass 1 will double the force of gravity (weight) acting on mass 1. However, this force is perpendicular to mass 1’s
motion, and cannot change mass 1’s horizontal speed. As a result, this is irrelevant to acceleration of mass 1.
• Doubling mass 1 will double the normal force acting on mass 1. However, this force is also perpendicular to mass 1’s
motion, and cannot change mass 1’s horizontal speed. As a result, this is irrelevant to acceleration of mass 1.
I keep saying that equations are the key. Watch how much easier this is when you examine the equation.
m2 g F
a= = net
( m1 + m2) m
Mass1 DOES NOT appear in the numerator, which is the net force applied: Doubling mass 1 has NO effect on the net force applied.
Mass 1 DOES appear in the denominator, which is the total mass (inertia) of the system. Doubling mass 1 increases inertia.
Now put this together: Claim, Evidence, and Reasoning
Claim: Acceleration of block 2 will decrease.
Fnet
Evidence: According to Newton’s second law, a = , acceleration is directly proportional to the net force applied and inversely
m
proportional to the object’s inertia. (Mentioning important laws and concepts may be evidence that is worth points).
Reasoning: Doubling mass 1 has no effect on the net force acting to accelerate the system. However, when mass 1 is doubled the
inertia of the system increases. Therefore, the acceleration of the system, which includes mass 2, will decrease.
When you answer, you can follow the claim, evidence, and reasoning format, but you DO NOT have to write the words claim,
evidence, and reasoning. Just string the all the sentences, shown above, together into a written explanation.
NOTE: It is important to mention all variable, even those that remain constant (such as the net force above). This is another
reason to focus on the derived equation in helping you formulate answers. All the variables you need to address are in the equation.

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AP Physics EXPLAIN QUESTIONS Review
PARAGRAPHS: AP Physics 1 for sure, we’ll see on Apr 3 if this is possible for AP C this year.
Writing paragraphs is essentially the same skill set as the shorter explain problems. They just involve more intertwined concepts, and
therefore contain more sentences. Here is a link to a document from AP Central that you may want to check out.
AP Physics 1 students should read this. It is a single page document.
https://secure-media.collegeboard.org/digitalServices/pdf/ap/paragraph-length-response.pdf

Piece of advice: DO NOT OVER DO IT

Often students feel the need to fill pages with information when asked to answer with a paragraph. You ARE NOT graded on the
length of your response. They are hoping for a clear and CONCISE paragraph. Concise means to the point without adding a lot of
unnecessary words, that contribute nothing to the important ideas. The graders prefer answers that cover the key concepts using the
least number of sentences.
Sentence 1: Claim (Similar to thesis statement in English)
Reasoning: the sentences that follow, presented in a logical order The AP grader is not impressed with
the amount of words and sentences.
Sentence 2: Evidence #1 (key concept #1)
They are skimming what you write and
Sentence 3: Evidence #2 (key concept #2) looking for key phrases that cite
Sentence 4: Evidence #3 (key concept #3) important evidence (physics concepts).
Add additional sentences as needed, but do not over do this. Keep it simple and to the point.
Last sentence: Therefore, … (conclusion sentence)
EXAMPLES
AP 1, 2015-4 AP 1, 2018-5 Other AP 1 paragraph questions dealt with topics dropped from the 2020 Exam

I will look for some other examples.

If I run across any good ones, I will find a way to forward them to you all