AP® PHYSICS C MECHANICS

2006 SCORING GUIDELINES

General Notes About 2006 AP Physics Scoring Guidelines

1. The solutions contain the most common method of solving the free-response questions and the
allocation of points for this solution. Some also contain a common alternate solution. Other methods of
solution also receive appropriate credit for correct work.

2. Generally, double penalty for errors is avoided. For example, if an incorrect answer to part (a) is
correctly substituted into an otherwise correct solution to part (b), full credit will usually be awarded.
One exception to this may be cases when the numerical answer to a later part should be easily
recognized as wrong, e.g., a speed faster than the speed of light in vacuum.

3. Implicit statements of concepts normally receive credit. For example, if use of the equation expressing a
particular concept is worth 1 point, and a student’s solution contains the application of that equation to
the problem but the student does not write the basic equation, the point is still awarded. However, when
students are asked to derive an expression, it is normally expected that they will begin by writing one or
more fundamental equations, such as those given on the AP Physics exam equation sheet. See pages
21–22 of the AP Physics Course Description for a description of the use of such terms as “derive” and
“calculate” on the exams, and what is expected for each.

4. The scoring guidelines typically show numerical results using the value g = 9.8 m s 2 , but use of
10 m s 2 is of course also acceptable. Solutions usually show numerical answers using both values
when they are significantly different.

5. Strict rules regarding significant digits are usually not applied to numerical answers. However, in some
cases answers containing too many digits may be penalized. In general, two to four significant digits are
acceptable. Numerical answers that differ from the published answer due to differences in rounding
throughout the question typically receive full credit. Exceptions to these guidelines usually occur when
rounding makes a difference in obtaining a reasonable answer. For example, suppose a solution requires
subtracting two numbers that should have five significant figures and that differ starting with the fourth
digit (e.g., 20.295 and 20.278). Rounding to three digits will lose the accuracy required to determine the
difference in the numbers, and some credit may be lost.

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 AP® PHYSICS C MECHANICS
2006 SCORING GUIDELINES

Question 2
15 points total Distribution
of points
(a) 1 point

For indicating that F vs. x 2 or F vs. x should be graphed, or other equivalent correct 1 point
response (Must clearly specify two variables in order to earn this point.)

(b) 2 points

For a correct column label, including units 1 point

For calculated values that match what is indicated in (a) 1 point
Note: If answer to (a) was incorrect or incomplete, (b) received no credit.
Example using F vs. x 2
x (m) F (N) x2 m2 ( )
0.05 4 0.0025
0.10 17 0.010
0.15 38 0.023
0.20 68 0.040
0.25 106 0.063

(c) 3 points

For appropriate linear axes scales 1 point

For correct axes labels 1 point
For plotting the points 1 point
Note: Axes and scales must match answer in (a). However, if (a) was incorrect or
incomplete, points were awarded in (c) if graph was executed correctly. If (a) was
blank or didn’t include any variables, no credit was awarded for (b) or (c).

Example using data above

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 AP® PHYSICS C MECHANICS
2006 SCORING GUIDELINES

Question 2 (continued)
Distribution
of points
(d) 2 points

For indication of a correct relationship between the coefficient A and the slope for the values 1 point
graphed in (c)
For correct units and no more than four significant figures on value of A 1 point
Example using data in the table and two points on the line in the graph
F = Ax 2 , so A is equal to the slope of the F vs. x 2 line.
DF 100 N - 50 N
A = slope = = = 1.7 ¥ 103 N m 2
Dx 2
0.060 m - 0.030 m
2 2

Notes:
This part stated to “calculate,” so an answer with correct units and significant figures but
with no work shown earned 1 point.
Since all the data points are on the best-fine line, additional credit was not awarded for a
correctly drawn best-fine line or for use of points on the line instead of data points.

(e) 4 points

Using the definition of work

W = Ú F dx
For correct substitution of F(x) into the integral for work 1 point
For correct limits on the integral 1 point
For correct evaluation of the integral 1 point
0.10 m
W = Ú Ax
2
dx =
1
3
1
( )(
A (0.10 m ) = 1.7 ¥ 103 N/m 2 1.0 ¥ 10 -3 m 3
3
3 )
0
For the correct answer with correct units 1 point
W = 0.57 J
Note: This part stated to “calculate,” so a correct answer with correct units, but with no
work shown, earned 1 point.

(f) 3 points

For an appropriate expression of conservation of energy or the work-energy theorem 1 point

For a correct expression for K and substitution of W from part (e), expressed algebraically or 1 point
numerically
1
W = DK = mu 2
2
2W 2 (0.57 J )
u= =
m 0.5 kg
For a value of u consistent with the value of W in (e), with correct units 1 point
u = 1.5 m s
Note: This part stated to “calculate,” so an answer consistent with (e) and with correct
units, but with no work shown, earned 1 point.

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 © 2006 The College Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
 © 2006 The College Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
 © 2006 The College Board. All rights reserved.
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 © 2006 The College Board. All rights reserved.
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 © 2006 The College Board. All rights reserved.
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 © 2006 The College Board. All rights reserved.
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 AP® PHYSICS C: MECHANICS
2006 SCORING COMMENTARY

Question 2

Overview

This question was intended to test two sets of skills. Parts (a) through (d) examined student graphing and
graphical analysis skills: how to linearize data, and how to calculate values from a graph. Parts (e) and (f)
examined student skills at applying physics and calculus to a nonlinear spring: how to calculate work done in
compressing the spring, and how to apply the conservation of energy to a spring-cart system.

Sample: M2A
Score: 15

This response received full credit on all the parts. The solutions are succinct and easy to follow. A best-fit line
was not required for the graph and since the all the data points were very close to being on a straight line, it was
sufficient to use two data points to calculate the slope in part (d).

Sample: M2B
Score: 9

This response received the 8 points full credit for the first four parts. Part (e) received no credit for a calculation
of work that is incorrect for this situation. Part (f) received 1 point for the recognition of the need to use
conservation of energy, but neither a correct expression for the elastic potential energy nor a value of work
consistent with the answer to part (e) is used, so no further credit was awarded.

Sample: M2C
Score: 4

Parts (a) and (b) received no credit since no pair of correct quantities is specified in (a). However, part (c)
received 3 points full credit for correctly graphing the quantities that are mentioned in part (a). No credit was
given for part (d) because the graph is not used to calculate A. The only additional point was given in part (f) for
recognizing the need to conserve energy.

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