**About The
AP Physics I Exam**

**I. Exam Format**

Section I |
Multiple Choice 50
Questions with 50% of Exam Score 1 Hour, 30 Minutes Individual questions and Questions in sets Questions 1 45: Single-select questions (Only one option is
correct) Questions 46 50: Multiple-select questions (two options are
correct) |

Section II |
Free Response 5 Questions
with 50% of Exam Score 1 Hour, 30 Minutes Experimental Design (1 question) Quantitative/Qualitative Translation (1 question) Short Answer (3 questions, one requiring a paragraph-length
argument) |

Exam questions are based
on learning objectives, which combine science practices with specific content.
Students learn to:

·
Provide both qualitative and quantitative
explanations, reasoning, or justification of physical phenomena, grounded in
physics principles and theories.

·
Solve problems mathematically including
symbolically but with less emphasis on only mathematical routines used for
solutions.

·
Interpret and develop conceptual models

·
Transfer knowledge and analytical skills developed
during laboratory experiences to design and describe experiments and analyze
data and draw conclusions based on evidence.

Section Il contains
three types of free-response questions and each student will have a total of 90
minutes to complete the entire section. The three free- response question types
include:

- Experimental
design pertains to designing and describing an investigation, analysis
of authentic lab data, and observations to identify patterns or explain
phenomena
- Qualitative/quantitative
translation requires translating between quantitative and qualitative
justification and reasoning
- Short-answer
questions one of which will require a paragraph-length coherent argument

**II. Cover Areas**

·
Kinematics

·
Dynamics: Newton's laws

·
Circular motion and universal law of gravitation

·
Simple harmonic motion: simple pendulum and
mass-spring systems

·
Impulse, linear momentum, and conservation of
linear momentum: collisions

·
Work, energy, and conservation of energy

·
Rotational motion: torque, rotational kinematics
and energy, rotational dynamics, and conservation of angular momentum

·
Electrostatics: electric charge and electric force

·
DC circuits: resistors only

·
Mechanical waves and sound

**III.** Students will be allowed to use a calculator on
the entire AP Physics I exams including both the multiple-choice and
free-response sections. Scientific or graphing calculators may be used,
provided that they don't have any unapproved features or capabilities.

**IV. Notes from College Board Exam Description:**

On the AP Physics I, exams, the words
"describe," "explain," "justify,"
"calculate," "derive," "what is,"
"determine," "sketch," "plot," "draw,"
"label," "design," and "outline" have precise
meanings.

Students should pay careful attention to these
words in order to obtain maximum credit and should avoid including irrelevant
or extraneous material in their answers

·
Students will be
asked both to "describe" and "explain" natural phenomena.
Both terms require the ability to demonstrate an understanding of physics
principles by providing an accurate and coherent description or explanation.
Students will also be asked to " justify" a previously given answer.
A justification is an argument, supported by evidence. Evidence may consist of
statements of physical principles, equations, calculations, data, graphs, and
diagrams as appropriate. The argument, or equations used to support
justifications and explanations, may in some cases refer to fundamental ideas
or relations in physics, such as Newton's laws, conservation of energy, or
Bernoulli's equation. In other cases, the justification or explanation may take
the form of analyzing the behavior of an equation for large or small values of
a variable in the equation.

·
"Calculate"
means that a student is expected to show work leading to a final answer, which
may be algebraic but more often is numerical. "Derive" is more
specific and indicates that the students need to begin their solutions with one
or more fundamental equations, such as those given on the AP Physics I Exam
equation sheet. The final answer, usually algebraic, is then obtained through
the appropriate use of mathematics. "What is" and
"determine" are indicators that work need not necessarily be
explicitly shown to obtain full credit. Showing work leading to answers is a
good idea, as it may earn a student partial credit in the case of an incorrect
answer. Strict rules regarding significant digits are usually not applied to
the scoring of numerical answers. However, in some cases, answers containing
too many digits may be penalized. In general, two to four significant digits
are acceptable. Exceptions to these guidelines usually occur when rounding
makes a difference in obtaining a reasonable answer.

·
The words
"sketch" and "plot" relate to student-produced graphs.
"Sketch" means to draw a graph that illustrates key trends in a
particular relationship, such as slope, curvature, intercept(s), or
asymptote(s). Numerical scaling or specific data points are not required in a
sketch. "Plot" means to draw the data points given in the problem on
the grid provided, either using the given scale or indicating the scale and
units when none are provided.

·
Exam questions that
require the drawing of free-body or force diagrams will direct the students to
"draw and label the forces (not components) that act on the
[object]," where [object] is replaced by a reference specific to the
question, such as "the car when it reaches the top of the hill." Any
components that are included in the diagram will be scored in the same way as
incorrect or extraneous forces. In addition, in any subsequent part asking for
a solution that would typically make use of the diagram, the following will be
included: "If you need to draw anything other than what you have shown in
part [x] to assist in your solution, use the space below. Do NOT add anything
to the figure in part [x]." This will give students the opportunity to
construct a working diagram showing any components that are appropriate to the
solution of the problem. This second diagram will not be scored.

·
Some questions will
require students to "design" an experiment or "outline" a
procedure that investigates a specific phenomenon or would answer a guiding
question. Students are expected to provide an orderly sequence of statements
that specifies the necessary steps in the investigation needed to reasonably
answer the question or investigate the phenomenon.