Workbook | 2021

AP Physics 1
®
Workbook | 2021

Unit 2 -
Dynamics

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 UNIT

2 Dynamics | 2.A Relationship Between Force and Acceleration

NAME DATE

Scenario
Carlos and Dominique collect the following data from an experiment where they exerted the same force,
F, to identical sized boxes with different masses and recorded the acceleration.

Trial Mass Acceleration

1 2 kg 1.5 m/s2
2 4 kg 0.75 m/s2
3 5 kg 0.60 m/s2
4 7 kg 0.40 m/s2
5 12 kg 0.30 m/s2
6 15 kg 0.20 m/s2
7 18 kg 0.15 m/s2

Using Representations
PART A: Plot the acceleration of the boxes versus the mass of each box.

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 2.A Relationship Between Force and Acceleration

Data Analysis
Graph Relationship

As x increases, y
increases proportionally.
y is directly proportional
to x .

As x increases, y
decreases. y is inversely
proportional to x .

y is proportional to the
square of x .

The square of y is
proportional to x .

PART B: Based on the graph you created in Part A, identify the correct relationship between the acceleration
and mass of an object. Fill in the blanks.
As mass , acceleration . Therefore, acceleration is
to mass.
PART C: Based on your analysis in Part B, what could be graphed instead of mass and acceleration that would
lead to a linear relationship?

PART D: What is the physical meaning of the slope of the linearized graph suggested in Part C?

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 UNIT

2 Dynamics | 2.B Force and Acceleration

NAME DATE

Scenario
Angela is standing on a very low-friction skateboard while Blake
pushes her away from the motion detector, which is set to record
velocity as a function of time. In Trial 1, Blake pushes softly. In Trial 2,
Blake pushes harder, and in Trial 3, Blake pushes Angela the hardest.

Analyze Data
PART A: Use the data provided by the motion detector to find a pattern
between the change in Angela’s motion and the interaction
with Blake. Fill in the blanks.
When Blake pushes harder, the slope of the velocity vs. time
line .
Since the slope ,
the acceleration is .
When Blake stops pushing, the slope of the velocity vs.
time line becomes . Since the slope is now
, this means that the acceleration is also .

Using Representations
PART B: The students then repeat the experiment, this time with
Angela holding two textbooks and then four textbooks.
Sketch a diagram of the velocity vs. time for Angela with
two and then four textbooks. Blake pushes with the same
force every time. The velocity of Angela without textbooks is
already sketched.

Argumentation
PART C: The following statement is written to describe what will
happen after the first 5 seconds when Blake is no longer
pushing. Cross out any incorrect statements and explain why
they are incorrect. (Use the checklist to help you check your own
writing! After you have written your answer, make sure that you
can check off the statements in the list, or revise your answer!)
“After Blake stops pushing, Angela will travel at a constant
speed for a few seconds before she runs out of force. Then
she will decelerate and stop.”

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws
of physics to the specific
circumstances of the situation.
I used physics vocabulary (force,
mass, acceleration, velocity,
constant, changing).

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 UNIT

2 Dynamics | 2.C Force

NAME DATE

Scenario
Carlos pushes a block of mass, m, across a rough horizontal surface
at a constant speed by applying a force, F, directly to the right.

Using Representations
PART A: The dot at right represents the block. Draw a free-body diagram
showing and labeling all the forces (not components) exerted on the
block. Draw the relative lengths of all vectors to reflect the relative
magnitudes of all the forces. Each force must be represented by a
distinct arrow starting on and pointing away from the dot.

Quantitative Analysis
PART B: Blake is asked to use Newton’s second law to derive an equation
that relates the force of gravity and the normal force from the surface
exerted on the block. Annotate his derivation by filling in the right
side of the table below. For each line of the derivation, explain in
words what was done mathematically. The first line is done for you
as an example.

Fy  ma y We start with Newton’s second law, which says that the sum of all the forces exerted on an
object is equal to the object’s mass times the object’s acceleration.

FN  Fg 
ma y

ma 0
FN  Fmg 

FN  Fmg 
0

FN  Fmg

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 2.C Force

Make an Argument
PART C: Carlos gets tired of pushing and instead begins to pull with force F pull at an angle to the horizontal.
The block slides along the rough horizontal surface at a constant speed. A free-body diagram for the
situation is shown below. Blake makes the following claim about the free-body diagram:
Blake: “The velocity of the block is constant, so the net force exerted on the block must be zero.
Thus, the normal force F N equals the weight F mg, and the force of friction Ff equals the applied
force F pull .”
What, if anything, is wrong with this statement? If something is
wrong, identify it and explain how to correct it. If this statement is
correct, explain why.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws
of physics to the specific
circumstances of the situation.
I used physics vocabulary (force,
mass, acceleration, velocity,
coefficient, friction).

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 UNIT

2 Dynamics | 2.D Newton’s Third Law and Eliminating Internal Forces

NAME DATE

Scenario
A train engine pulls a train with three cars. Each car has the mass shown. Suppose that the cars are
connected by metal bars with the tensions indicated in the diagram. The engine accelerates at a rate of
2 m/s2. Assume that the cars travel on
bearings with negligible friction.

Using Representations
PART A: The dots below represent the three train cars. Draw free-body diagrams showing and labeling the
forces (not components) exerted on each car. Draw the relative lengths of all vectors to reflect the
relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on
and pointing away from the dot. For each diagram, write an equation that relates the horizontal forces
in the diagram to acceleration.

Forces on the 3,000 kg car Forces on the 2,000 kg car Forces on the 1,000 kg car

= = =

PART B: The dots below represent three different systems. Draw free-body diagrams showing and labeling the
forces (not components) exerted on each system. Draw the relative lengths of all the vectors to reflect
the relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting
on and pointing away from the dot. For each diagram, write an equation that relates the forces in the
diagram to acceleration.

Forces on the system of the Forces on the system of the Forces on system of the 3,000 kg,
2,000 kg and 3,000 kg cars 2,000 kg and 1,000 kg cars 2,000 kg, and 1,000 kg cars

= = =

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 2.D Newton’s Third Law and Eliminating Internal Forces

Quantitative Analysis
PART C: Use the equations you wrote above to find each of the three tensions: F 1, F 2 , and F 3.

Argumentation
PART D: Without referencing any math or any numbers, explain why F 1 is the greatest tension and F 3 is the
smallest tension, even though F 3 is connected to the greatest mass.

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 UNIT

2 Dynamics | 2.E Newton’s Second and Third Laws

NAME DATE

Scenario
Two blocks are being pushed across a surface with an external
force F, as shown in the figure at the right. The mass m 2 of block 2
is greater than the mass m 1 of block 1. The blocks begin at rest.
The surface is smooth enough that the frictional forces between the
surface and the block can be neglected.

Using Representations
PART A: The dots below represent the two blocks. Draw free-body diagrams showing and labeling the forces
(not components) exerted on each block. Draw the relative lengths of all vectors to reflect the relative
magnitudes of all the forces. Each force must be represented by a distinct arrow starting on and
pointing away from the dot.

Quantitative Analysis
PART B: Derive the magnitude of the acceleration of block 2. Express your answers in terms of m1, m 2 , g, and F.

The sum of the external forces on the system will be equal to

Fx  ma x
the mass of the system times the acceleration of the system.

The net external force (in the horizontal direction) is Fpush .

The mass of the system is the sum of the two masses.

The acceleration of the system is then:

And since mass 2 will have the same acceleration as the

system, the acceleration of mass 2 is:

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 2.E Newton’s Second and Third Laws

Block 3 of mass m 3 is added to the system as shown at right. The

three boxes are pushed across the same surface with the same
external force F.

Argumentation
PART C: Indicate whether the magnitude of the acceleration of block 2 is now larger, smaller, or the same as
in the original situation. Justify your answer.
Larger Smaller Same

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 UNIT

2 Dynamics | 2.F Direction of Friction

NAME DATE

Scenario
A bulldozer of mass M pushes a cube of cement of
mass m across rough ground. The bulldozer and
cube are speeding up.

Using Representations
PART A: The dots below represent the bulldozer, cube, and bulldozer-cube system. Draw free-body diagrams
showing and labeling the forces (not components) exerted on each system. Draw the relative lengths
of all vectors to reflect the relative magnitudes of all the forces. For the bulldozer/cube system, draw
an “external force” diagram.

External Forces on
Forces on Bulldozer Forces on Cube Bulldozer/Cube System

= = =

Quantitative Analysis
PART B: In the blanks above, write an equation stating Newton’s second law in the horizontal direction for the
bulldozer, the cube, and the bulldozer-cube system.

PART C: Use the equation created for the external forces on the bulldozer-cube system to determine the
acceleration of the bulldozer-cube system if the mass of the bulldozer is 1,000 kg, the mass of the
rock is 500 kg, the force of friction on the bulldozer is 5,000 N, and the force of friction on the cube
is 2,000 N.

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 UNIT

2 Dynamics | 2.G Acceleration in Two Dimensions

NAME DATE

Scenario
A 300 kg box rests on a platform attached to a forklift shown.
Starting from rest at time t = 0 seconds, the box is lowered with a
downward acceleration of 1.5 m/s2.

Using Representations
PART A: The dot below right represents the box. Draw a free-body diagram
showing and labeling the forces (not components) exerted on the
block. Draw the relative lengths of all vectors to reflect the relative
magnitudes of all forces. Each force must be represented by a
distinct arrow starting on and pointing away from the dot.
PART B: In a brief sentence, support the magnitude of the normal force in
comparison to the gravitational force on the box.

Argumentation
PART C: Blake derives an equation for the height of the box as a function of time,
makes a mistake, and comes up with y  9.8t. Without deriving
the correct equation, how can you tell that this equation is not
plausible— in other words, why does it not make physical sense?
Briefly explain your reasoning.

PART D: At time t = 0 seconds, the forklift also begins to move forward with an
acceleration of 2 m/s2 while lowering the box as described above. The
box does not slip or tip over while the forklift is accelerating forward.
The dot at right represents the box. Draw a free-body diagram showing
and labeling the forces (not components) exerted on the block. Draw the
relative lengths of all vectors to reflect the relative magnitudes of all the
forces. Each force must be represented by a distinct arrow starting on
and pointing away from the dot.

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 2.G Acceleration in Two Dimensions

PART E: Explain in a brief sentence why the force of friction points in the direction you sketched in Part D.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws
of physics to the specific
circumstances of the situation.
I used physics vocabulary (force,
mass, acceleration, velocity,
constant, changing).

Quantitative Analysis
PART F: When the box is only being accelerated forward, a max has one value. (a max is the maximum
acceleration the forklift can have before the box begins to slide.) When the box is both accelerating
forward and down, a max is less. Explain in a clear, coherent paragraph-length response why this
is true.

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 UNIT

2 Dynamics | 2.H Forces on Inclined Planes

NAME DATE

Scenario
Angela and Carlos are asked to determine the
relationship between the normal force on a box of
mass m and the angle of incline of the box θ as the box
sits at rest on the incline.

Using Representations
PART A: The dot at right represents the block on the incline.
Draw a free-body diagram showing and labeling the
forces (not components) exerted on the block. Draw the
relative lengths of all vectors to reflect the relative
magnitudes of all the forces. Each force must be
represented by a distinct arrow starting on and pointing
away from the dot. The dotted line represents the incline.

Quantitative Analysis
PART B: Start with Newton’s second law to derive an equation
that relates the normal force with the angle of incline.
For each line of the derivation, explain in words what
you did mathematically. The first line is done for you as
an example. Express your answer in terms of m , θ , and
physical constants as appropriate.

Fy  ma y Newton’s second law states that the sum of the forces in the “y ” direction
will be equal to the mass of the box times the acceleration of the box in the
y -direction, therefore:

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 2.H Forces on Inclined Planes

Analyze Data
Angela and Carlos then perform an experiment to test the equation they derived in Part B.
The following data are collected.

Normal Force (N) Angle (degrees)

97 10
95 15
85 30
80 35
75 40
63 50
49 60

PART C: Based on the equation you created in Part B, what data should be plotted to create a linearized graph
for this experiment?

PART D: What is the physical meaning of the slope?

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 UNIT

2 Dynamics | 2.I Stopping Distance

NAME DATE

Scenario
Consider a car of mass m moving with initial speed v 0 on a
straight, flat road. At time t = 0, the driver fully applies the
brakes to avoid colliding with debris in the road in front of
the car. The car’s wheels lock, causing the car to slide on the
roadway until the car stops, before running over the debris.
The distance that the car slides is D. The coefficient of kinetic
friction between the car’s tires and the roadway is a constant
value μ k .

Using Representations
PART A: The dot at right represents the car. Draw a free-body diagram showing
and labeling the forces (not components) exerted on the car, while
the car slides to a stop. Draw the relative lengths of all vectors to
reflect the relative magnitudes of all the forces. Each force must be
represented by a distinct arrow starting on and pointing away from the
dot. Note that the car is moving to the right.

Argumentation
PART B: The stopping distance D depends on the value of v 0 and μ k.
i. Does the value of D increase or decrease with increasing initial
speed v 0? Give a physical explanation why this is the relationship.
Increase Decrease Remains the same

ii. Does the value of D increase or decrease with increasing coefficient of friction μ k ?
Give a physical explanation why this is the case.
Increase Decrease Remains the same

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 2.I Stopping Distance

PART C: In the spaces below, derive two equations, one in the “y ” direction and one in the “x ” direction,
expressing Newton’s second law using the symbols m , g, a , μ and physical constants as appropriate.
For each line of the derivation, explain mathematically what was done (i.e., annotate your derivation).
The first line is done for you as an example.

Fy  ma y Newton’s second law states that the sum of the forces in the “y ” direction
will be equal to the mass of the car times the acceleration of the car in the “y ”
direction, therefore:

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 2.I Stopping Distance

Quantitative Analysis
PART D: Use your equations from Part C along with an appropriate kinematic equation to do the following:
i. Write an equation for D in terms of v 0 , g, and µ .

ii. Explain how your equation in Part D (i) supports your reasoning about the relationships among
D, v 0, and µ outlined in Part B.

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 UNIT

2 Dynamics | 2.J Modified Atwood Machines

NAME DATE

Scenario
In the diagram shown to the right a block of mass M has taken
a quick hit from a bat. After the strike, its front end is at position
x = 0 at time t = 0 and it is moving to the right with initial speed
v 0. The block slides on a rough surface and is also connected to
a hanging mass object of mass m by a string that passes over an
ideal pulley. The front end of the block reaches position x = D at
time t = t1, the instant that the block comes to rest. The block then
returns to position x = 0 at time t = t 2 , having a leftward speed v 2
at that time.

Using Representations
PART A: The dots below represent the block on the table during the interval 0 < t < t 1 and t 1 < t < t 2 .
Draw free-body diagrams showing and labeling the forces (not components) exerted on the
block during each of those intervals. Draw the relative lengths of all vectors to reflect the relative
magnitudes of all the forces. Each force should be a single arrow that originates on the dot.

Forces during 0 < t < t1 Forces during t1 < t < t2

Analyze Data
PART B: Is the magnitude of the block’s acceleration greater before the block reaches x = D or after?
Explain your reasoning in terms of the forces that you drew in the above diagrams.

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 2.J Modified Atwood Machines

PART C: On the grid below, sketch a graph of the block’s velocity as a function of time, taking right to be
positive. Label the values v 0 , t 1, and t 2 on the axes. Make sure that your graph is sketched to show
that the block travels the same distance forward and backward.

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 UNIT

2 Dynamics | 2.K Acceleration of Systems

NAME DATE

Scenario
In both cases shown above, a block of mass M is set on a rough table. The block is connected to a string
that passes over an ideal pulley. In Case 1, the free end of the string is connected to a hanging object of
mass m = 10 kg. In Case 2, the hanging object is removed and a person grabs the free end of the string
and pulls with a constant force equal to 98 N, the weight of the hanging object in Case 1. In both cases,
the block is released from rest the same distance from the right edge of the table.

Using Representations
PART A: The dots below represent each object in Case 1. Draw the forces acting on those objects after the
system is released. Use the grids to draw longer arrows to represent stronger forces. Assume that
m < M. Recall that the system is accelerating.

Case 1: Block M Case 1: Hanging object m

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 2.K Acceleration of Systems

Argumentation
PART B: Angela and Dominique are observing this demonstration and note that the block accelerates in both
cases. However, the block reaches the right edge of the table in less time in Case 2 even though the
force on the string in this case is the same as the weight of the hanging object in Case 1.
i. This occurs because there is a different amount of tension in the two cases. Explain why the
block reaches the end in less time in Case 2 in terms of the different tension force in each case.

ii. This can also be explained by considering systems. Let the system in Case 1 consist of both the
hanging object and the block on the table. Let the system in Case 2 consist only of the block on
the table. Explain how Newton’s second law, when applied to these systems, predicts that the
block in Case 2 reaches the end of the table in less time.

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 UN IT

2 Dynamics | 2.L Hooke’s Law Springs

NAME DATE

Scenario
Consider a spring and a rubber band. Both have elastic properties, which means that as their lengths
increase, they exert increasing amounts of force. Let “stretch length” represent the difference between
the spring or rubber band’s length while it exerts force and its length while it exerts no force.
Carlos suggests that both the spring and rubber band exert a force that is directly proportional to their
stretch length.

Experimental Design
PART A: Describe a procedure that Carlos could perform to make measurements that would allow him
to show evidence for his claim. Assume that Carlos has access to a spring, a rubber band, and
equipment typically found in a school physics laboratory. Describe the measurements to be made
and with what equipment. Include enough detail that another student could follow the procedure.
Draw a diagram of the experimental setup.

What Needs to Be Measured and Procedure:

Algebraic Symbols
Stretch length (∆L )
Applied force (F )

Labeled Diagram of the Setup

Analyze Data
PART B: How would the measurements be analyzed in order to test Carlos’s claim about the behavior of a
spring and a rubber band?

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 2.L Hooke’s Law Springs

PART C: Carlos collects the measurements shown below. Graph the data on the axis below.

Force Applied [N] 10 20 30 40 50

Stretch Length of Spring [m] 0.11 0.20 0.29 0.40 0.51

Stretch Length of Rubber Band [m] 0.10 0.14 0.17 0.20 0.22

Argumentation
PART D: Does the graph show evidence that supports Carlos’s
claim? Be sure to address both the spring’s behavior
and the rubber band’s behavior.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws
of physics to the specific
circumstances of the situation.
I compared the situations (stated
what was the same in both cases)
I contrasted the situations (stated
what was different in both cases.)
I used physics vocabulary (force,
mass, stretch).

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 UNIT

2 Dynamics | 2.M Limiting Cases

NAME DATE

Scenario
Blake accelerates a sled carrying his little sister from rest. The sled and
sister have a total mass m, the coefficient of kinetic friction between the
sled and the ground is μ k , and Blake causes the rope connected to the
sled to have a constant tension force F_p that makes an angle θ with
the horizontal.

Using Representations
PART A: The dot at right represents the sister and sled system. Draw a free-
body diagram showing and labeling the forces (not components)
exerted on the system. Draw the relative lengths of all vectors to
reflect the relative magnitudes of all the forces. Each force must be
represented by a distinct arrow starting on and pointing away from
the dot.

Argumentation
PART B: Suppose that Blake increases the angle θ slightly but keeps the
angle less than 90o. Angela and Carlos debate how this will change
the magnitude of the sled’s acceleration.

i. Angela suggests that increasing the ii. Carlos suggests that increasing the
angle will decrease the acceleration of the angle will increase the acceleration of the
sled. Explain why this is possible in terms of sled. Explain why this is possible in terms of
the free-body diagram you drew above. the free-body diagram you drew above.

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 2.M Limiting Cases

Quantitative Analysis
PART C: Derive expressions for the following in terms of m , μ , Fp, and θ :

i. The force that the ii. The force of friction iii. The acceleration of the system
ground exerts on the ground exerts on
the system. the system.

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 UNIT

2 Dynamics | 2.N Experimental Procedure Design

NAME DATE

Scenario
Dominique reads that race cars have wide tires because the increased area of contact between
the tire and the road results in a stronger force of friction. She hypothesizes that the force of kinetic
friction on an object is directly proportional to the area of the object in contact with the surface
and wants to test this hypothesis.

Dominique and Blake take a long wooden plank and cut the plank into pieces that have different
lengths but the same width and height. The students also have access to other equipment commonly
available in a school physics laboratory.

Experimental Design
PART A: Explain how Dominique and Blake could determine whether the force of friction on an object is
directly proportional to the area of the object in contact with the surface.

What Needs to Be Measured and Procedure:

Algebraic Symbols

Labeled Diagram of the Setup

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 2.N Experimental Procedure Design

Block A B C D E

Area [m2] 0.0025 0.0050 0.0075 0.0100 0.0125

Volume [m3] 0.00005 0.00010 0.00015 0.00020 0.00025

Kinetic Friction Force [N] 0.11 0.19 0.31 0.39 0.50

Analyze Data
PART B: On the grid, plot a graph of the data that could be used to test Dominique’s SPECIFIC hypothesis.
Label both axes with quantities, units, and an appropriate scale. Draw a best-fit line to the data.

PART C: Does the graph itself support Dominique’s hypothesis? Why or why not?

Argumentation
PART D: There was a flaw in the procedure that renders the conclusion invalid. Briefly explain what this
flaw was.

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 UNIT

2 Dynamics | 2.O Spring Force and Acceleration

NAME DATE

Scenario
Angela is given a spring, meterstick, stopwatch, and set of objects of known mass, that can be
connected to the spring. She also has a stand with a clamp from which the spring can be connected to
and hang vertically.

Experimental Design
PART A: Briefly explain how Angela can obtain a value for the spring constant of the spring using
this equipment.

What Needs to Be Measured and Procedure:

Algebraic Symbols

Labeled Diagram of the Setup

Angela is then shown to an elevator that is currently on the ground floor. She needs to use this
equipment to analyze the motion of the elevator between the time that the doors close and the
time that the elevator reaches its maximum upward speed. Specifically, Angela is to determine the
elevator’s maximum upward speed v max and the upward acceleration a that the elevator has as its
speed increases to maximum.
The elevator has no windows, so there is no way for her to make measurements relative to
anything outside the elevator.

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 2.O Spring Force and Acceleration

PART B: Outline a brief procedure that explains how measurements are to be made that can be used to
calculate v max and a.

What Needs to Be Measured and Procedure:

Algebraic Symbols

Labeled Diagram of the Setup

Analyze Data
PART C: Explain how the measurements made in the procedure outlined in Part B can be used to determine
the values of v max and a .

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 2.O Spring Force and Acceleration

Argumentation
PART D: An object connected to the spring causes the spring to be 10-cm long before the elevator begins to
move. When the elevator has reached half its maximum speed, the spring is 12 cm long.
i. How long is the spring when the elevator has finished accelerating and reached its maximum
speed? Explain your reasoning.

ii. How long is the spring when the elevator is moving upward but slowing down with the same
magnitude acceleration a that it had while speeding up?
Longer than 10 cm Equal to 10 cm Shorter than 10 cm
Explain your reasoning.

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