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 CONTENTS

Acknowledgments
About the Author
Introduction: The Five-Step Program

STEP 1 Set Up Your Study Program

1 How to Approach Your AP Physics Course
Ignore Your Grade
Don’t Bang Your Head Against a Brick Wall
Work with Other People
Ask Questions When Appropriate
Keep an Even Temper
Don’t Cram
Never Forget, Physics is “Phun”
2 What You Need to Know About the AP Physics C
Exams
Background Information
Some Frequently Asked Questions About the AP
Physics C Exams
3 How to Plan Your Time
What Should I Study?
Understand Physics First, Then AP Physics C
A Word About Calculus
Three Different Study Schedules

STEP 2 Determine Your Test Readiness

4 Fundamentals Quizzes
 Mechanics Quiz
Electricity and Magnetism Quiz
Answers to Mechanics Quiz
Answers to Electricity and Magnetism Quiz
What Do I Know, and What Don’t I Know?
5 Take a Diagnostic Test
Diagnostic Test
Answers and Explanations
Interpretation: How Ready Are You?

STEP 3 Develop Strategies for Success

6 Memorizing Equations in the Shower
Can You Ace This Quiz?
So, How Did You Do?
Equations Are Crucial
What About the Free-Response Section?
Treat Equations Like Vocabulary
Answer Key to Practice Quiz
7 How to Approach Each Question Type
How to Approach the Multiple-Choice Section
How to Approach the Free-Response Section
Lab Questions
8 Extra Drill on Difficult but Frequently Tested
Topics
Tension
The Answers
Electric and Magnetic Fields
The Answers
Inclined Planes
The Answers
Motion Graphs
The Answers
 Simple Circuits
The Answers

STEP 4 Review the Knowledge You Need to Score High

9 Free-Body Diagrams and Equilibrium
What Is a Free-Body Diagram?
Equilibrium
Normal Force
Tension
Friction
Inclined Planes
Torque
Practice Problems
Solutions to Practice Problems
Rapid Review
10 Kinematics
Introduction to Motion in a Straight Line
Graphical Analysis of Motion
Algebraic Analysis of Motion
What If Acceleration Isn’t Constant?
Air Resistance and the First-Order Differential Equation
Practice Problems
Solutions to Practice Problems
Rapid Review
11 Newton’s Second Law, Fnet = ma
The Four-Step Problem-Solving Process
Only Net Force Equals ma
Fnet on Inclines
Fnet for a Pulley
Newton’s Third Law
This Chapter Was Not as Easy as You Thought
Practice Problems
 Solutions to Practice Problems
Rapid Review
12 Momentum
Momentum and Impulse
Conservation of Momentum
Motion of the Center of Mass
Elastic and Inelastic Collisions
Two-Dimensional Collisions
Practice Problems
Solutions to Practice Problems
Rapid Review
13 Energy Conservation
Kinetic Energy and the Work-Energy Theorem
Potential Energy
Conservation of Energy: Problem-Solving Approach
Springs
Power
Potential Energy vs. Displacement Graphs
Practice Problems
Solutions to Practice Problems
Rapid Review
14 Gravitation and Circular Motion
Velocity and Acceleration in Circular Motion
Centripetal Acceleration
Mass on a String
Car on a Curve
Newton’s Law of Gravitation
Kepler’s Laws
Practice Problems
Solutions to Practice Problems
Rapid Review
15 Rotational Motion
Rotational Kinematics
Rotational Inertia
Newton’s Second Law for Rotation
Rotational Kinetic Energy
Angular Momentum and Its Conservation
Practice Problems
Solutions to Practice Problems
Rapid Review
16 Simple Harmonic Motion
Amplitude, Period, and Frequency
Vibrating Mass on a Spring
Pendulums
Practice Problems
Solutions to Practice Problems
Rapid Review
17 Electrostatics
Electric Charge
Electric Fields
Force of an Electric Field
Electric Potential
Special Geometries for Electrostatics
Gauss’s Law
Practice Problems
Solutions to Practice Problems
Rapid Review
18 Circuits
Current
Resistance and Ohm’s Law
Resistors in Series and in Parallel
The V-I-R Chart
Kirchoff’s Laws
 Circuits from an Experimental Point of View
RC Circuits: Steady-State Behavior
RC Circuits: Transitional Behavior
Inductors in Circuits
Other Circuits
Practice Problems
Solutions to Practice Problems
Rapid Review
19 Magnetism
Magnetic Fields
Long, Straight, Current-Carrying Wires
Moving Charged Particles
Mass Spectrometry: More Charges Moving Through
Magnetic Fields
Induced EMF
The Biot-Savart Law and Ampere’s Law
Practice Problems
Solutions to Practice Problems
Rapid Review

STEP 5 Build Your Test-Taking Confidence

Physics C—Mechanics Practice Exam 1—Multiple-
Choice Questions
Physics C—Mechanics Practice Exam 1—Free-
Response Questions
Physics C—Electricity and Magnetism Practice Exam 1
—Multiple-Choice Questions
Physics C—Electricity and Magnetism Practice Exam 1
—Free-Response Questions
Physics C—Mechanics Practice Exam 1—Multiple-
Choice Solutions
Physics C—Mechanics Practice Exam 1—Free-
Response Solutions
 Physics C—Electricity and Magnetism Practice Exam 1
—Multiple-Choice Solutions
Physics C—Electricity and Magnetism Practice Exam 1
—Free-Response Solutions
Physics C—Mechanics Practice Exam 2—Multiple-
Choice Questions
Physics C—Mechanics Practice Exam 2—Free-
Response Questions
Physics C—Electricity and Magnetism Practice Exam 2
—Multiple-Choice Questions
Physics C—Electricity and Magnetism Practice Exam 2
—Free-Response Questions
Physics C—Mechanics Practice Exam 2—Multiple-
Choice Solutions
Physics C—Mechanics Practice Exam 2—Free-
Response Solutions
Physics C—Electricity and Magnetism Practice Exam 2
—Multiple-Choice Solutions
Physics C—Electricity and Magnetism Practice Exam 2
—Free-Response Solutions
Appendixes
Constants
Physics C Equations
Four-Minute Drill Prompts
Web Sites
Glossary
Bibliography
The Pantheon of Pizza
 ACKNOWLEDGMENTS

I extend my thanks to Grace Freedson, who was the driving force

behind this book’s publication, and especially to Don Reis, who was
not only a superb editor but also an unwavering source of support. I
also appreciate Ruth Mills’s awesome work on the second edition
and Bev Weiler and Clara Wente’s careful and thorough editing of
the questions and example problems for the 2010–2011 edition.

Thank you to Chat Hull and Jessica Broaddus, veterans of my 2002

Physics B class, who provided the idea for two free-response
questions.

My 2004 students at Woodberry Forest School were extremely

helpful in the development of this book. It was they who served as
guinea pigs, reading chapters for clarity and correctness, making
suggestions, and finding mistakes. They are Andrew Burns, Jordan
Crittenden, David Fulton, Henry Holderness, Michael Ledwith, Johnny
Phillips, Rob Sellers, and Chris Straka from Physics C; Wes Abcouwer,
Wyatt Bone, Matt Brown, David Goodson, Bret Holbrook, Mike
Johnson, Rich Lane, Jake Miller, Jake Reeder, Charles Shackelford,
Beau Thomas, David Badham, Marks Brewbaker, Charlton
deSaussure, Palmer Heenan, Wilson Kieffer, Brian McCormick, Eli
Montague, Christian Rizzuti, Pierre Rodriguez, and Frazier Stowers
from Physics B; and Andy Juc, Jamie Taliaferro, Nathan Toms, Matt
Laughridge, Jamie Gardiner, Graham Gardiner, Robbie Battle, William
Crosscup, Jonas Park, Billy Butler, Bryan May, Fletcher Fortune, and
Stuart Coleman from the general physics class. Although Josh and I
bear responsibility for all errors in the text, the folks mentioned
above deserve credit for minimizing our mistakes.
The idea for the Four-Minute Drill came originally from Keen Johnson
Babbage, my seventh-grade social studies teacher. I’ve borrowed the
idea from him for over two decades of teaching AP. Thank you!

The faculty and administration at Woodberry, in particular Jim Reid,

the science department chairman, deserve mention. They have been
so supportive of me professionally.

Additional thanks go to members of my 2009 AP physics classes who

helped edit the practice tests: Min SuKim, Cannon Allen, Collins
MacDonald, Luke Garrison, Chris Cirenza, and Landon Biggs. And to
later students: Michael Bauer, Vinh Hoang, and Evan Sun.

Most important, I’d like to thank Shari and Milo Cebu for putting up
with me during all of my writing projects.
 ABOUT THE AUTHOR

GREG JACOBS teaches AP Physics C, AP Physics 1, and conceptual

physics at Woodberry Forest School, the nation’s premier boarding
school for boys. He is a reader and consultant for the College Board
—this means he grades the AP Physics exams, and he runs
professional development seminars for other AP teachers. Greg is
president of the USAYPT, a nonprofit organization promoting physics
research at the high school level. Greg was honored as an AP
Teacher of the Year by the Siemens Foundation. Outside the
classroom, Greg has coached baseball, football, and debate. He
umpires high school baseball. He is the lead broadcaster for
Woodberry football, baseball, soccer, and basketball. Greg writes a
physics teaching blog available at
www.jacobsphysics.blogspot.com.
 INTRODUCTION:
THE FIVE-STEP PROGRAM

Welcome!
I know that preparing for the Advanced Placement (AP) Physics
exam can seem like a daunting task. There’s a lot of material to
learn, and some of it can be rather challenging. But I also know that
preparing for the AP exam is much easier—and much more
enjoyable—if you do it with a friendly guide. So let me introduce
myself; my name is Greg, and I’ll be your friendly guide for this
journey.

Why This Book?

To understand what makes this book unique, you should first know a
little bit about who I am. I have taught all versions of AP Physics
over the past two decades, helping more than 90% of my Physics C
students garner 5s on the exam. I am also an AP Physics table
leader—which means I set the rubrics for the AP exams and
supervise their scoring.
I know, from my own experiences and from talking with
countless other students and teachers, what you don’t need in a
review book. You don’t need to be overwhelmed with unimportant,
technical details; you don’t need to read confusing explanations of
arcane topics; you don’t need to be bored with a dull text.
Instead, what I think you do need—and what this book provides
—are the following:
• A text that’s written in clear, simple language.
• A thorough review of every topic you need to know for the AP
exam.
• Practice test questions that are exactly in the style and format of
the actual AP exams.

Organization of the Book: The Five-Step

Program
You will be taking a lengthy, comprehensive exam this May. You
want to be well prepared enough that the exam takes on the feel of
a command performance, not a trial by fire. Following the Five-Step
program is the best way to structure your preparation.

Step 1: Set Up Your Study Program

Physics does not lend itself well to cramming. Success on the AP
exam is invariably the result of diligent practice over the course of
months, not the result of an all-nighter on the eve of exam day. Step
1 gives you the background and structure you need before you even
start exam preparation.

Step 2: Determine Your Test Readiness

I have included a diagnostic test, of course, broken down by topic.
But more important to your preparation are the fundamentals
quizzes in Chapter 4. These quizzes, a unique feature of the 5 Steps
to a 5 program, are different from test-style problems.
A problem on the AP exam usually requires considerable problem
solving or critical thinking skills. Rare is the AP question that asks
about straightforward facts that you can memorize—you’ll get maybe
one of those on an entire 35-question multiple choice test. Rather
than asking you to spit out facts, the AP exam asks you to use the
facts you know to reason deeply about a physical situation. But if
you don’t know the fundamental facts, you certainly won’t be able to
reason deeply about anything!
 Thus, a good place to start your test preparation is by quizzing
yourself. Find out what fundamental facts you know, and which you
need to know. The 5 Steps fundamentals quizzes will diagnose your
areas of strength and weakness. Once you can answer every
question on a fundamentals quiz quickly and accurately, you are
ready for deeper questions that will challenge you on the AP exam.

Step 3: Develop Strategies for Success

Yes, yes, I know you’ve been listening to general test-taking advice
for most of your life. Yet, I have physics-specific advice for you. An
AP physics test requires a dramatically different approach than does
a state standards test or an SAT.
I start you with the secret weapon in attacking an AP test:
memorizing equations. I explain why you should memorize, then I
suggest some ways to make the learning process smoother. Next, I
move on to discuss the major types of questions you’ll see on the AP
exam, and how to approach each with confidence.
Finally, I present you with drills on some of the most common
physics situations tested on the AP exams. These exercises will allow
you to conquer any fear or uncertainty you may have about your
skills.

Step 4: Review the Knowledge You Need to

Score High
This is a comprehensive review of all the topics on the AP exam.
Now, you’ve probably been in an AP Physics class all year; you’ve
likely read1 your textbook. This review is meant to be just that—
review, in a readable format, and focused exclusively on the AP
exam.
These review chapters are appropriate both for quick skimming,
to remind yourself of salient points, and for in-depth study, working
through each practice problem. I do not go into nearly as much
detail as a standard textbook; but the advantage of this lack of detail
is that you can focus only on those issues germane to the AP Physics
exams.

Step 5: Build Your Test-Taking Confidence

Here are your full-length practice tests. Unlike other practice tests
you may take, this one comes with thorough explanations. One of
the most important elements in learning physics is making, and then
learning from, mistakes. I don’t just tell you what you got wrong; I
explain why your answer is wrong, and how to do the problem
correctly. It’s okay to make a mistake here, because if you do, you
won’t make that same mistake again on that Monday in mid-May.

The Graphics Used in This Book

To emphasize particular skills and strategies, I use several icons
throughout this book. An icon in the margin will alert you that you
should pay particular attention to the accompanying text. I use these
three icons:

1. This icon points out a very important concept or fact that you
should not pass over.

2. This icon calls your attention to a problem-solving strategy that

you may want to try.
3. This icon indicates a tip that you might find useful.

Boldfaced words indicate terms that are included in the glossary at

the end of the book. Boldface is also used to indicate the answer to
a sample problem discussed in the test.

1
Or at least tried to read.
 STEP 1

Set Up Your Study Program

CHAPTER 1 How to Approach Your AP Physics Course

CHAPTER 2 What You Need to Know About the AP
Physics C Exams
CHAPTER 3 How to Plan Your Time
 CHAPTER 1

How to Approach Your AP

Physics Course

IN THIS CHAPTER
Summary: Recognize the difference between truly understanding
physics and just doing well in your physics class.

Key Ideas
Focus on increasing your knowledge of physics, not on pleasing
your teacher.
Don’t spend more than 10 minutes at one time on a problem
without getting anywhere—come back to it later if you don’t get
it.
 Form a study group; your classmates can help you learn physics
better.
If you don’t understand something, ask your teacher for help.
Don’t cram; although you can memorize equations, the skills you
need to solve physics problems can’t be learned overnight.

Before we even dive into the nitty-gritty of the AP Physics exam, it’s
important for you to know that the AP exam is an authentic physics
test. What this means is that it’s not possible to “game” this test—in
order to do well, you must know your physics. Therefore, the
purpose of this book is twofold:

(1) to teach you the ways in which the AP exam tests your physics
knowledge, and
(2) to give you a review of the physics topics that will be tested—
and to give you some hints on how to approach these topics.

Everyone who takes the AP exam has just completed an AP

Physics course. Recognize that your physics course is the
place to start your exam preparation! Whether or not you are
satisfied with the quality of your course or your teacher, the best
way to start preparing for the exam is by doing careful, attentive
work in class all year long.
Okay, for many readers, we’re preaching to the choir. You don’t
want to hear about your physics class; you want the specifics about
the AP exam. If that’s the case, go ahead and turn to Chapter 2, and
get started on your exam-specific preparation. But we think that you
can get even more out of your physics class than you think you can.
Read these pieces of time-tested advice, follow them, and we
promise you’ll feel more comfortable about your class and about the
AP exam.

Ignore Your Grade

This must be the most ridiculous statement you’ve ever read. But it
may also be the most important of these suggestions. Never ask
yourself or your teacher “Can I have more points on this
assignment?” or “Is this going to be on the test?” You’ll worry so
much about giving the teacher merely what she or he wants that
you won’t learn physics in the way that’s best for you. Whether your
score is perfect or near zero, ask, “Did I really understand all aspects
of these problems?”
Remember, the AP exam tests your physics knowledge. If you
understand physics
thoroughly, you will have no trouble at all on the AP test. But, while
you may be able to argue yourself a better grade in your physics
class, even if your comprehension is poor, the AP readers are not so
easily moved.
If you take this advice—if you really, truly ignore your grade and
focus on physics—your grade will come out in the wash. You’ll find
that you got a very good grade after all, because you understood
the subject so well. But you won’t care, because you’re not worried
about your grade!

Don’t Bang Your Head Against a Brick Wall

Our meaning here is figurative, although there are literal benefits
also. Never spend more than 10 minutes or so staring at a problem
without getting somewhere. If you honestly have no idea what to do
at some stage of a problem, STOP. Put the problem away. Physics
has a way of becoming clearer after you take a break.
On the same note, if you’re stuck on some algebra, don’t spend
forever trying to find what you know is a trivial mistake, say a
missing negative sign or some such thing. Put the problem away,
come back in an hour, and start from scratch. This will save you time
in the long run.
And finally, if you’ve put forth a real effort, you’ve come back to
the problem many times and you still can’t get it: relax. Ask the
teacher for the solution, and allow yourself to be enlightened. You
will not get a perfect score on every problem. But you don’t care
about your grade, remember?

Work with Other People

When you put a difficult problem aside for a while, it always helps to
discuss the problem with others. Form study groups. Have a buddy
in class with whom you are consistently comparing solutions.
Although you may be able to do all your work in every other class
without help, we have never met a student who is capable of solving
every physics problem on his or her own. It is not shameful to ask
for help. Nor is it dishonest to seek assistance—as long as you’re not
copying, or allowing a friend to carry you through the course. Group
study is permitted and encouraged in virtually every physics class
around the globe.

Ask Questions When Appropriate

We know your physics teacher may seem mean or unapproachable,
but in reality, physics teachers do want to help you understand their
subject. If you don’t understand something, don’t be afraid to ask.
Chances are that the rest of the class has the same question. If your
question is too basic or requires too much class time to answer, the
teacher will tell you so.
Sometimes the teacher will not answer you directly, but will give
you a hint, something to think about so that you might guide
yourself to your own answer. Don’t interpret this as a refusal to
answer your question. You must learn to think for yourself, and your
teacher is helping you develop the analytical skills you need for
success in physics.

Keep an Even Temper

A football team should not give up because they allow an early field
goal. Similarly, you should not get upset at poor performance on a
test or problem set. No one expects you to be perfect. Learn from
your mistakes, and move on—it’s too long a school year to let a
single physics assignment affect your emotional state.
On the same note, however, a football team should not celebrate
victory because it scores a first-quarter touchdown. You might have
done well on this test, but there’s the rest of a nine-month course to
go. Congratulate yourself, then concentrate on the next assignment.

Don’t Cram
Yes, we know that you got an “A” on your history final because, after
you slept through class all semester, you studied for 15 straight
hours the day before the test and learned everything. And, yes, we
know you are willing to do the same thing this year for physics. We
warn you, both from our and from others’ experience: it won’t work.
Physics is not about memorization and regurgitation. Sure, there are
some equations you need to memorize. But problem-solving skills
cannot be learned overnight.
Furthermore, physics is cumulative. The topics you discuss in
December rely on the principles you learned in September. If you
don’t understand basic vector analysis and
free-body diagrams, how can you understand the relationship
between an electric field (which is a vector quantity) and an electric
force, or the multitude of other vector quantities that you will
eventually study?
So, the answer is to keep up with the course. Spend some time
on physics every night, even if that time is only a couple of minutes,
even if you have no assignment due the next day. Spread your
“cram time” over the entire semester.

Never Forget, Physics Is “Phun”

The purpose of all these problems, these equations, and these
exams is to gain knowledge about physics—a deeper understanding
of how the natural world works. Don’t be so caught up in the grind
of your coursework that you fail to say “Wow!” occasionally. Some of
the things you’re learning are truly amazing. Physics gives insight
into some of humankind’s most critical discoveries, our most
powerful inventions, and our most fundamental technologies. Enjoy
yourself. You have an opportunity to emerge from your physics
course with wonderful and useful knowledge, and unparalleled
intellectual insight. Do it.
 CHAPTER 2

What You Need to Know About

the AP Physics C Exams

IN THIS CHAPTER
Summary: Learn what topics are tested, how the test is scored,
and basic test-taking information.

Key Ideas
Most colleges will award credit for a score of 4 or 5, some for a 3.
Multiple-choice questions account for half of your final score.
There is no penalty for guessing on the multiple-choice questions.
You should answer every question.
Free-response questions account for half of your final score.
 Your composite score on the two test sections is converted to a
score on the 1-to-5 scale.

Background Information
The AP Physics exam was first offered by the College Board in 1954.
Since then, the number of students taking the test has grown
rapidly. In 2015, more than 70,000 students took at least one of the
AP Physics C exams, and those numbers go up every year.

Some Frequently Asked Questions About the

AP Physics C Exams

Why Should I Take an AP Physics Exam?

Many of you take the AP Physics exam because you are seeking
college credit. A score of 3 or above makes you qualified for credit
from most colleges and universities. This means you are one or two
courses closer to graduation before you even start college!
Therefore, one compelling reason to take the AP exam is
economic. How much does a college course cost, even at a relatively
inexpensive school? You’re talking several thousand dollars. If you
can save those thousands of dollars by paying less than a hundred
dollars now, why not do so?
Your odds of earning college credit are good. In recent years,
more than 80% of all students have scored 3 or higher on Physics C
– mechanics, and over 70% of all students have scored 3 or higher
on Physics C – E&M. But even if you do not score high enough to
earn credit, the background you’ve gained will make it easier for you
to pass the equivalent college course. And, the fact that you elected
to attempt these courses tells admissions committees that you are
serious about learning advanced physics.
 You’ll hear a whole lot of misinformation about AP credit policies.
Don’t believe
anything a friend (or even an adult) tells you; instead, find out for
yourself. A good way to learn about the AP credit policy of the school
you’re interested in is to look it up on the College Board’s official
Web site, at
http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp. Even
better, contact the registrar’s office or the physics department chair
at the college directly.

What Are the Different AP Physics Courses?

You can take various AP Physics courses. They differ in both the
range of topics covered and the level at which those topics are
tested. Here’s the rundown:

Physics 1 and Physics 2 (Algebra Based)

Physics 1 is intended to simulate the first semester of the standard
algebra-based college physics course. It covers classical mechanics,
waves, and circuits. Physics 2 is intended to simulate the second
semester of the college course, covering electromagnetism,
thermodynamics, fluids, and atomic physics. Although they mimic
semester courses in college, each of these is a full-year high school
course.
When the College Board says “algebra based,” they mean it—not
only is no calculus necessary, but no mathematics beyond definitions
of the basic trig functions are required. Most of the Physics 1 and 2
exams require verbal, not mathematical, responses.
Physics 1 in particular is ideal for ALL college-bound high school
students. For those who intend to major in math or the heavy-duty
sciences, Physics 1 and Physics 2 serve as perfect introductions to
college-level work. For those who want nothing to do with physics
after high school, Physics 1 and Physics 2 are terrific terminal
courses—you get exposure to many facets of physics at a rigorous
yet understandable level.
Physics C
These courses are ONLY for those who have already taken a solid
introductory physics course and are considering a career in math or
science. Some schools teach Physics C as a follow-up to Physics 1,
but as long as you’ve had a rigorous introduction to the subject, that
introduction does not have to be at the AP level.
Physics C is two separate courses: (1) Newtonian Mechanics, and
(2) Electricity and Magnetism. Of course, the Physics 1 and 2
courses cover these topics as well. However, the C courses go into
greater depth and detail. The problems are more involved, and they
demand a higher level of conceptual understanding. You can take
either or both 90-minute Physics C exams.
The C courses require some calculus. Although much of the
material can be handled without it, you should be taking a good
calculus course concurrently.

Is Physics C Better Than Physics 1/2? Should I

Take More Than One Exam?
That said, if you’re doing well in AP Physics 1—that is, if you’re likely
to earn a 4 or a 5 on the AP Physics 1 exam—you are equally likely
to earn a qualifying score on the AP Physics C Mechanics exam with
little or no extra preparation. Yes, even if you have never taken
calculus. Our recommendation would be, take AP Physics 1, because
that’s what your class prepared you for, that’s the one you’re likely to
get a higher score on, and that’s the harder exam anyway. Then in
the spring, look through this book and try some of the Mechanics
practice test questions. If you can get about half of the questions
right, you’ll probably earn a qualifying score—so pay the extra fee
and do the late signup.
We strongly recommend taking only the exam that your high
school AP course prepared you for. Physics C is not considered
“better” than Physics 1 in the eyes of colleges and scholarship
committees; they are different courses with different intended
audiences. It is far better to do well on the exam that your class
prepared you for than to do poorly on multiple exams.

What Is the Format of the Exam?

Table 2.1 summarizes the format of the AP Physics C exams.

Table 2.1 AP Physics C exams

Who Writes the AP Physics Exam?

Development of each AP exam is a multiyear effort that involves
many education and testing professionals and students. At the heart
of the effort is the AP Physics Development Committee, a group of
college and high-school physics teachers who are typically asked to
serve for three years. The committee and other physics teachers
create a large pool of multiple- choice questions. With the help of
the testing experts at Educational Testing Service (ETS), these
questions are then pre-tested with college students for accuracy,
appropriateness, clarity, and assurance that there is only one
possible answer. The results of this pre-testing allow each question
to be categorized by degree of difficulty. After several more months
of development and refinement, Section I of the exam is ready to be
administered.
The free-response questions that make up Section II go through
a similar process of
creation, modification, pre-testing, and final refinement so that the
questions cover the
necessary areas of material and are at an appropriate level of
difficulty and clarity. The
committee also makes a great effort to construct a free-response
exam that will allow for clear and equitable grading by the AP
readers.
At the conclusion of each AP reading and scoring of exams, the
exam itself and the results are thoroughly evaluated by the
committee and by ETS. In this way, the College Board can use the
results to make suggestions for course development in high schools
and to plan future exams.

What Topics Appear on the Exam?

The College Board, after consulting with physics teachers at all
levels, develops a curriculum that covers material that college
professors expect to cover in their first-year classes. Based on this
outline of topics, the multiple-choice exams are written such that
those topics are covered in proportion to their importance to the
expected understanding of the student.
Confused? Suppose that faculty consultants agree that, say,
atomic and nuclear physics is important to the physics curriculum,
maybe to the tune of 10%. If 10% of the curriculum is devoted to
atomic and nuclear physics, then you can expect roughly 10% of the
exam will address atomic and nuclear physics. This includes both the
multiple-choice and the free-response sections—so a topic that is not
tested in the free-response section will have extra multiple-choice
questions to make up the difference.
The following are the general outlines for the AP Physics
curriculum and exams. Remember this is just a guide, and each year
the exam differs slightly in the percentages.
What Types of Questions Are Asked on the
Exam?
The multiple-choice questions tend to focus either on your
understanding of concepts or on your mastery of equations and their
meaning. Here’s an example of a “concept” multiple-choice question.

Which of the following is an expression of conservation of charge?

(A) Kirchoff ’s loop rule

(B) Kirchoff ’s junction rule
(C) Ohm’s law
(D) Snell’s law
(E) Kinetic theory of gases

The answer is B. Kirchoff ’s junction rule states that whatever charge

comes in must come out. If you don’t remember Kirchoff ’s junction
rule, turn to Chapter 19, Circuits.
And here’s an example of an “equation” multiple-choice question.

If the separation between plates in a parallel-plate capacitor is

tripled, what happens to the capacitance?
 (A) It is reduced by a factor of 9.
(B) It is reduced by a factor of 3.
(C) It remains the same.
(D) It increases by a factor of 3.
(E) It increases by a factor of 9.

The answer is B. For this kind of question, you either remember the

equation for the capacitance of a parallel-plate capacitor, ,

or you don’t. For help, turn to Chapter 6, Memorizing Equations in

the Shower.
You are given a sheet that contains a bunch of physical constants
(like the mass of a proton), SI units, and trigonometric values (like
“tan 45° = 1”). All in all, this sheet is pretty useless—you’ll probably
only refer to it during the course of the test if you need to look up
an obscure constant. That doesn’t happen as often as you might
think.
The free-response questions take 15 minutes apiece to answer,
and they test both your understanding of concepts and your mastery
of equations. Some of the free-response questions ask you to design
or interpret the results of an experimental setup; others are more
theoretical. Luckily, in addition to the constant sheet, you will also
get a sheet that contains every equation you will ever need. You still
need to have your equations memorized! It is not useful to hunt
through the equation sheet trying to find the one you need, any
more than it’s a useful writing strategy to hunt randomly through the
dictionary trying to find an appropriate word.
We talk in much more detail about both the multiple-choice and
the free-response
sections of the test later, in Step 5, so don’t worry if this is all a bit
overwhelming now.

Who Grades Our Free-Response Questions?

Every June, a group of physics teachers gathers for a week to assign
grades to test takers’ hard work. Each of these readers spends a day
or so getting trained on only one question. Because each reader
becomes an expert on that question, and because each exam book
is anonymous, this process provides for consistent and unbiased
scoring of that question.
During a typical day of grading, a random sample of each
reader’s scores is selected and cross-checked by experienced “table
leaders” to ensure that consistency is maintained throughout the day
and the week. Each reader’s scores on a given question are also
statistically analyzed to make sure scores are not given that are
significantly higher or lower than the mean scores given by other
readers of that question.

Will Our Exam Remain Anonymous?

You can be absolutely sure that your exam will remain anonymous.
Even if your high school teacher happens to randomly read your
booklet, there is virtually no way he or she will know that exam is
yours.* To the reader, each student is a number, and to the
computer, each student is a bar code.
What about that permission box on the back? The College Board
uses some exams to help train high school teachers so that they can
help the next generation of physics students to avoid common
mistakes. If you check this box, you simply give permission to use
your exam in this way. Even if you give permission, your anonymity
is maintained.

How Is Our Final Grade Determined, and What

Does It Mean?
Each section counts for 50% of the exam. The total composite score
is thus a weighted sum of the multiple-choice and free-response
sections. In the end, when all of the numbers have been crunched,
the chief faculty consultant converts the range of composite scores
to the five-point scale of the AP grades.
 This conversion is not a true curve; it’s not that there’s some
target percentage of 5s to give out. This means you’re not
competing against other test takers. Rather, the five-point scale is
adjusted each year to reflect the same standards as in previous
years. The goal is that students who earn 5s this year are just as
strong as those who earned 5s in 2016 and 2017.
Although these values change dramatically from year to year
depending on the statistics of each exam, it generally takes about
65% of the available points to earn a 5; it takes about 50% of the
points to earn a 4; and it takes about 35% of the points to earn a 3.
We’ve used similar percentages in the tables at the end of the
practice exams in this book to give you a rough example of a
conversion. When you complete the practice exams, you can use this
to give yourself a hypothetical grade.
Point is, you are NOT expected to get classroom-style scores of
90% for an A. The exam is intended to differentiate between levels
of students, and the exam tests far more than pure recall, so 70% is
a very strong score, not a weak score.
You should receive your AP grade in early July.

How Do I Register and How Much Does It

Cost?
Beginning with the 2020 exams, registration for AP exams must be
completed by mid-November.* You do not have to be enrolled in an
officially titled AP Physics course to register for the exam.
In 2020, the fee for taking the exam is $94—that’s $94 each for
Physics C – Mechanics and Physics C – Electricity & Magnetism.
Students who demonstrate financial need may receive a reduction—
you can find out more from your school’s AP coordinator or the
College Board Web site.

What If I’m Not Sure in November Whether I

Want to Take the Exam?
Sign up anyway.
If you’re in an official AP class, the College Board has provided all
sorts of excellent resources that your teacher can share with you,
including personal progress checks that can be used throughout the
year and a bank of extra questions written by the development
committee. Between these resources and this book, you will not
encounter any surprises on the exam.
The College Board has done considerable research at pilot
schools to determine whether requiring registration in November has
an effect on student performance. They found out that it does—a
dramatic effect. Students who committed in November to taking the
exam outperformed those who didn’t commit until March by an
enormous margin.
I’m sure some wiseacres will say, “But I just know I’m gonna
fail.” That’s called defeatism, and you shouldn’t tolerate that from
yourself. If you were to tell your softball coach, “Hey, I’m going to
strike out at the plate, let grounders go through my legs, and drop
all the fly balls hit to me,” would the coach let you play? More likely,
he or she would kick you off the team! When you pretend that you
can’t do anything in physics, you do yourself a tremendous
disservice.
When in doubt regarding registration procedures, the best source
of information is the College Board’s Web site, collegeboard.org.

What If Our School Only Offers Physics 1/2

and Not AP Physics C, or Vice Versa? Or, What
If Our School Doesn’t Offer AP Physics at All?
Ideally, you should enroll in the AP class for the exam you wish to
take. But not every school offers exactly what you want to take.
If your school offers one exam or the other, you are much better
off taking the exam for which your teacher prepared you. Sure, if
you are an excellent Physics 1 student, you can probably pass the
Physics C exam with some extra preparation; but if you’re a top
Physics 1 student, why not just earn your 5 on the 1 exam rather
than take a chance at merely passing the C exam? Or, if you’ve been
preparing for Physics C, you might think you have a better chance
for success on the “easier” 1 exam. But the 1 exam tests different
topics and is in a completely different style than Physics C.
Additionally, everyone who’s had exposure to both exams agrees
that Physics 1 is harder than physics C. So you’re still most likely
better off on the exam your class taught toward.
If your school doesn’t offer either AP course, then you should
look at the content outline and talk to your teacher. Chances are,
you will want to take the P1 exam, and chances are you will have to
do a good bit of independent work to learn the topics that your class
didn’t discuss. But, if you are a diligent student in a rigorous course,
you will probably be able to do fine.

What Should I Bring to the Exam?

On exam day, we suggest bringing the following items:
• Several pencils and an eraser that doesn’t leave smudges
• Black or blue pens for the free-response section*
• A ruler or straightedge
• A watch so that you can monitor your time (You never know if
the exam room will have a clock on the wall.)
• Your school code
• Your photo identification and Social Security number
• Tissues
• A calculator
• Your quiet confidence that you are prepared (Please don’t study
the morning before the exam—that won’t do you any good. Stop
the studying the night before, and relax. Good luck.)

*Well, unless you write something like, “Hi, please kick Mr. Kirby
in the butt for me. Thank you! Sincerely, George.”
*For those who are taking a second-semester-only class, the
registration deadline is in March. Be careful about how your school
labels their courses. If they clearly label Mechanics as the first
semester course and E&M as the second semester, then you must
sign up for Mechanics by November, but you can wait until March for
E&M. BUT! If they label Physics C as a single year-long course, then
you must sign up for both exams in November. Of course, I’d say,
just sign up for both exams in November regardless. Then there
can’t be any confusion.
*Yes, I said pens. Your rule of thumb should be to do graphs in
pencil and everything else in pen. If you screw up, cross out your
work and start over. Then if you change your mind about what you
crossed out, just circle it and say, “Hey, reader, please grade this! I
didn’t mean to cross it out!”
 CHAPTER 3

How to Plan Your Time

IN THIS CHAPTER
Summary: What to study for the Physics C exam, plus three
schedules to help you plan.

Key Ideas
Focus your attention and study time on those topics that are most
likely to increase your score.
Study the topics that you’re afraid will appear, and relax about
those that you’re best at.
Don’t study so widely that you don’t get good at some specific
type of problem.
The AP Physics exam is held on a Monday afternoon in mid-May. You
may think that you just started your exam preparation today, when
you opened this book . . . but, in reality, you have been getting
ready for the AP test all year. The AP exam is an authentic test of
your physics knowledge and skills. Your AP Physics class presumably
is set up to teach those skills. So, don’t give your class short shrift.
Diligent attention to your class lectures, demonstrations, and
assignments can only save you preparation time in the long run.
Of course, you may not be satisfied with the quantity or quality
of your in-class
instruction. And even if your class is the best in the country, you will
still need a reminder of what you covered way back at the beginning
of the year. That’s where this book, and extracurricular AP exam
preparation, are useful.

What Should I Study?

You will hear plenty of poorly-thought-out advice about how to deal
with the vast amounts of material on the AP Physics exams,
especially if you are taking both Mechanics and E&M. Fact is, in the
month or two before the exam, you do not have enough time to re-
teach yourself the entire course. So, you ask a presumed expert,
“What should I study?”

Bad Answer Number 1: “Everything.”

This logic says, every topic listed in the AP course description is
guaranteed to show up somewhere on the exam, whether in the
free-response or the multiple-choice sections. So, you must study
everything. That’s ridiculous, I say to my students. You’ve been
studying “everything” all year. You need to focus your last-month
study on those topics that are most likely to increase your score.

Bad Answer Number 2: “Let me use my crystal

ball to tell you exactly what types of problems
Other documents randomly have
different content
 THE RETURN HOME.

1823-4.
1.

On my life, a life of darkness,

Once a vision sweet shone bright;
Now that vision sweet hath faded,
And I’m veil’d in utter night.

When in darkness children wander,

Soon their spirits die away,
And to overcome their terror,
Some loud song straight carol they.

I, a foolish child, am singing

In the darkness spread around;
Though my song may give no pleasure,
Yet mine anguish it hath drown’d.

2.
In vain would I seek to discover
Why sad and mournful am I;
My thoughts without ceasing brood over
A tale of the times gone by.

The air is cool, and it darkleth,

And calmly flows the Rhine;
The peak of the mountain sparkleth,
While evening’s sun doth shine.

Yon sits a wondrous maiden

On high, a maiden fair;
With bright golden jewels all-laden,
She combs her golden hair.

She combs it with comb all-golden,

And sings the while a song;
How strange is that melody olden,
As loudly it echoes along!

It fills with wild terror the sailor

At sea in his tiny skiff;
He looks but on high, and grows paler,
Nor sees the rock-girded cliff.

The waves will the bark and its master

At length swallow up, then methought
’Tis Lore-ley who this disaster
With her false singing hath wrought.

3.
My heart, my heart is mournful,
Yet May is gleaming like gold;
I stand, ’gainst the linden reclining,
High over the bastion old.

Beneath, the moat’s blue water

Flows peacefully along;
A boy his bark is steering,
And fishes, and pipes his song.

Beyond, in pleasing confusion,

In distant and chequer’d array,
Are men, and villas, and gardens,
And cattle, woods, meadows so gay.

The maidens are bleaching the linen,

And spring on the grass, like deer
The mill-wheel’s powd’ring diamonds,
Its distant murmur I hear.

Beside the old grey tower

A sentry-box is set;
A red-accoutred fellow
Walks up and down there yet.

He’s playing with his musket,

While gleameth the sun o’erhead;
He first presents and shoulders—
I would that he’d shoot me dead!

4.
With tears through the forest I wander,
The throstle’s sitting on high;
She, springing, sings softly yonder:
O wherefore dost thou sigh?

“Sweet bird, thy sister the swallow

“Can tell thee the cause of my gloom;
“She dwells in a nest all hollow,
“Beside my sweetheart’s room.”

5.

The night is damp and stormy,

No star is in the sky;
In the wood, ’neath the rustling branches
In silence wander I.

A distant light is twinkling

From the hunter’s lonely cot;
But within, the scene is but saddening,
And the light can allure me not.

The blind old grandmother’s sitting

In her leather elbow-chair,
All-gloomily fix’d like a statue,
Not a word escapeth her there.

With curses to and fro paces

The forester’s red-headed son;
With fury and scorn he’s laughing,
As he throws ’gainst the wall his gun.

The fair spinning-maiden’s weeping,

And moistens the flax with her tears;
The father’s terrier, whining,
Curl’d up at her feet appears.
 6.

When I, on my travels, by hazard,

My sweetheart’s family found,
Her sister and father and mother,—
They gave me a welcome all round.

When they for my health had inquired,

They added, all of a breath,
That they thought me quite unalter’d,
Though my face was pale as death.

I ask’d for their aunts and their cousins,

And many a tiresome friend;
I ask’d for the little puppy
Whose soft bark knew no end.

And then for my married sweetheart

I ask’d, as if just call’d to mind,
And they answer’d, in friendly fashion,
That she had but just been confin’d.

I gave them my very best wishes,

And lovingly begg’d them apart
That they’d give her a thousand greetings
From the bottom of my heart.

Then cried the little sister:

“The small and gentle hound
Grew to be big and savage,
And in the Rhine was drown’d.”

That little one’s like my sweetheart,

So like when she wears a smile!
Her eyes are the same as her sister’s
Which caus’d all my mis’ry the while.

7.
We sat by the fisherman’s cottage,
O’er ocean cast our eye;
Then came the mists of evening,
And slowly rose on high.

The lamps within the light-house

Were kindled, light by light,
And in the farthest distance
A ship was still in sight.

We spoke of storm and shipwreck,

And of the sailor’s strange life,
’Twixt sky and water, ’twixt terror
And joy in endless strife.

We spoke of distant regions,

Of North and South spoke we,
The many strange races yonder,
And customs, strange to see.

The air on the Ganges is balmy,

And giant-trees extend,
And fair and silent mortals
Before the lotos bend.

In Lapland, the people are dirty,

Flat-headed, broad-mouthèd, and small;
They squat round the fire, bake fishes,
And squeak, and speak shrilly, and squall.

The maidens earnestly listen’d,

At length not a word was said;
The ship from sight had vanish’d,
For darkness o’er all things was spread.

8.
 Thou pretty fisher-maiden,
Quick, push thy bark to land;
Come hither, and sit beside me,
And toy with me, hand in hand.

Recline thy head on my bosom,

Nor be so fearful of me;
Thou trustest thyself, void of terror,
Each day to the raging sea.

My heart is like the ocean,

Hath tempest, ebb, and flow,
And many pearls full precious
Lie in its depths below.

9.

The moon hath softly risen,

And o’er the waves doth smile;
Mine arms hold my sweetheart in prison,
Our hearts both swelling the while.

Blest in her sweet embraces

I calmly repose on the strand:
Hear’st thou aught in the wind as it races?
Why shrinks thy snow-white hand?

“O, ’tis not the tempest’s commotion,

“ ’Tis the song of the mermaids below;
“ ’Tis the voice of my sisters, whom Ocean
“Swallow’d up in its depths long ago.”

10.
On the clouds doth rest the moon,
Like a giant-orange gleaming;
Broad her streaks, with golden rays
O’er the dusky ocean beaming.

Lonely roam I by the strand

While the billows white are breaking;
Many sweet words hear I there,
From the water’s depths awaking.

Ah! the night is long, full long,

And my heart must break its slumbers;
Beauteous nymphs, come forth to light,
Dance! and sing your magic numbers!

To your bosom take my head,

Soul and body I surrender!
Sing me dead, caress me dead,
Drain my life with kisses tender.

11.

In their grey-hued clouds envelop’d,

Now the mighty gods are sleeping;
And I listen to their snoring,
Stormy weather o’er us creeping.

Stormy weather! Raging tempests

On the poor ship bring disaster;
On these winds who’ll place a bridle,—
On these waves that own no master?

I the storm can never hinder,

Nor the mast and planks from creaking,
So I wrap me in my mantle,
Like the gods for slumber seeking.
 12.

The wind puts on its breeches again,

Its white and watery breeches;
It flogs each billow with might and main,
Till it howls and rushes and pitches.

From the darksome height, with furious might

Pours the rain in wild commotion;
It seems as though the ancient Night
Would drown the ancient Ocean.

To the ship’s high mast the sea-mew clings,

With hoarse and shrill shrieking and yelling;
In anxious-wise she flutters her wings,
Approaching disasters foretelling.

13.

The storm strikes up for dancing,

It blusters, pipes, roars with delight;
Hurrah, how the bark is springing!
How merry and wild is the night!

A living watery mountain

The raging sea builds tow’rd the sky;
A gloomy abyss here is gaping,
There, mounts a white tower on high.

A vomiting, cursing, and praying

From the cabin bursts forth ’mid the roar;
I cling to the mast for protection,
And wish I was safely on shore.

14.
’Tis evening, darker ’tis getting,
Mist veils the sea from the eye;
The waves are mysteriously fretting,
White shadows are rising on high.

From the billows the mermaid arises,

And sits herself near me on shore;
The veil which her figure disguises
Her snow-white bosom peeps o’er.

She warmly doth caress me,

And takes my breath away:
Too closely dost thou press me,
Thou lovely water-fay!

“My arms thus closely caress thee,

“I clasp thee with all my might;
“In hope of warmth do I press thee,
“For cold indeed is the night.”

The moon from her dusky cloister

Of clouds, sheds a paler ray;
Thine eye grows sadder and moister
Thou lovely water-fay!

“No sadder nor moister ’tis growing,

“Mine eye is moist and wet,
“For when from the wave I was going,
“A drop remain’d in it yet.”

The sea-mew mourns shrilly, while ocean

Is growling and heaving its spray;
Thy heart throbs with raging emotion,
Thou lovely water-fay!

“My heart throbs with raging emotion,

“Emotion raging and wild;
“For I love thee with speechless devotion
 For I love thee with speechless devotion,
“Thou darling human child!”
15.

When I before thy dwelling

At morning happen to be,
I rejoice, my little sweet one,
When thee at thy window I see.

With thy dark-brown eyes so piercing

My figure thou dost scan:
Who art thou, and what ails thee,
Thou strange and sickly man?

“I am a German poet,
“Well known in the German land;
“When the best names in it are reckon’d,
“My name amongst them will stand.

“My little one, that which ails me

“Ails crowds in the German land;
“When the fiercest sorrows are reckon’d,
“My sorrows amongst them will stand.”

16.
The gleam o’er the ocean had faded not,
While the eve’s last rays were flitting;
We sat by the lonely fisherman’s cot,
Alone and in silence sitting.

The waters swell’d, while the mist rose above,

The restless sea-mew was screaming;
From out thine eyes, so full of love,
The tears were quickly streaming.

I saw them falling on thy fair hand,

And on my knees soon sank I,
And then from off thy snow-white hand
The tears with rapture drank I.

Since that hour, my body hath fast decay’d,

My soul is dying with yearning;
I was poison’d, alas! by the hapless maid
With her falling tears so burning.

17.
Up high on yonder mountain
Stands a stately castle alone,
Where dwell three beauteous maidens,
Whose love in turns I have known.

On Saturday Harriet kiss’d me,

While Sunday was Julia’s right;
On Monday Cunigund follow’d,
Who well nigh stifled me quite.

To hold a fête in the castle

On Tuesday my maidens agreed;
The neighbouring lords and ladies
All came with carriage or steed.

But I was never invited,

To your great wonder, no doubt;
The whispering aunts and cousins
Observ’d it, and laugh’d right out.

18.

On the dim and far horizon

Appeareth, misty and pale,
The city, with all its towers,
In evening twilight’s veil.

A humid gust is ruffling

The path o’er the waters dark;
With mournful measure, the sailor
Is rowing my tiny bark.

The sun once more ariseth,

And over the earth gleams he,
And shows me the spot out yonder
Where my loved one was lost to me.
 19.

All hail to thee, thou stately

Mysterious town, all hail,
Who erst within thy bosom
My loved one’s form didst veil!

O say, ye towers and gateways,

O where can my loved one be?
To your keeping of yore was she trusted,
And ye must her bail be to me.

The towers, in truth, are guiltless,

From their places they could not come down,
When she, with her trunks and boxes,
So hastily went from the town.

The gates, however, they suffer’d

My darling to slip through them straight;
A gate is ever found willing
To let a fool “gang her ain gait.”[23]

20.

Once more my steps through the olden path

And the well-known streets are taken,
Until I come to my loved one’s house,
So empty now and forsaken.

How narrow and close the streets appear!

How nauseous the smell of the plaster!
The houses seem tumbling down on my head,
So I haste away, fearing disaster.

21.
 Once more through the halls I pass’d
Where her troth to me was plighted;
On the spot where her tears fell fast
A serpent’s brood had alighted.

22.

The night is still, and the streets are deserted,

In this house my love had her dwelling of yore;
’Tis long since she from the city departed,
Yet her house still stands on the spot as before.

There stands, too, a man, who stares up at her casement,

And wrings his hands with the weight of his woes;
I look on his face with shudd’ring amazement,—
The moon doth the form of myself disclose.

Thou pallid fellow, thou worthless double!

Why dare to mimic my love’s hard lot,
Which many a night gave me grief and trouble
In former days, on this very spot?

23.
How canst thou sleep in quiet,
And know that I’m still alive?
I burst the yoke that’s upon me,
When my olden wrath doth revive.

Dost know the ancient ballad:

How of yore a dead stripling brave
At midnight came to his loved one,
And carried her down to his grave.

Believe me, thou wondrous beauty,

Thou wondrously lovely maid,
I’m alive still, and feel far stronger
Than the whole of the dead’s brigade!

24.
“The maiden’s asleep in her chamber,
“In peeps the quivering moon;
“Outside is a singing and jingling,
“As though to a waltz’s tune.

“I needs must look through my window,

“To see who’s disturbing my rest;
“There stands a skeleton ghastly
“Who’s fiddling and singing his best:

“Thy hand for the dance thou didst pledge me,

“And then thy promise didst break;
“To-night there’s a ball in the churchyard,
“Come with me, the dance to partake.

“He forcibly seizes the maiden,

“And lures her from out her abode;
“She follows the skeleton wildly,
“Who fiddles and sings on the road.

“He hops and he skips and he fiddles,

“His bones they rattle away;
“With his skull he keeps nidding and nodding,
“By the moonlight’s glimmering ray.”

25.
 I stood, while sadly mused I,
And her likeness closely did scan,
And her belovèd features
To glow with life began.

Around her lips there gather’d

A sweet and wondrous smile,
And as through tears of sorrow
Her clear eyes shone the while.

And then my tears responsive

Adown my cheeks did pour—
And ah! I scarce can believe it,
That I’ve lost thee evermore.

26.

Unhappy Atlas that I am! I’m doom’d

To bear a world, a very world of sorrows;
Unbearable’s the load I bear, and e’en
The heart within me’s breaking.

O thou proud heart! thy doing ’twas indeed,

Thou wouldst be happy, utterly be happy,
Or utterly be wretched, O proud heart,
And now in truth thou’rt wretched!

27.
 The years are coming and going,
To the grave whole races descend,
And yet the love in my bosom
Shall never wax fainter or end.

O could I but once more behold thee,

Before thee sink down on my knee,
And die, as these words I utter:
Dear Madam, I love but thee!

28.

I dreamt: the quivering moon gleam’d above,

And the stars cast a mournful ray;
I was borne to the town where dwelleth my love,
Many hundred miles away
And when I arrived at her dwelling so blest,
I kiss’d the stones of the stair,
Which her little foot so often had press’d,
And the train of her garment fair.

The night was long, the night was chill,

And cold were the stones that night;
Her pallid form from the window-sill
Look’d down in the moonbeam’s light.

29.
What means this tear all-lonely
That troubles now my gaze?
Of olden times the offspring
Still in mine eye it stays.

It had its shining sisters,

Who all have faded from sight,
With all my joys and sorrows,
Yea, faded in storm and night.

Like clouds have also fleeted

The stars so blue and mild,
Which into my yearning bosom
Those joys and sorrows once smiled.

Ah! even my love’s devotion

Like idle breath did decay;
Thou old, old tear all-lonely,
Do thou, too, pass away!

30.
The pallid autumnal half-moon
Looks down from the clouds on high;
The parsonage, silent and lonely,
By the side of the churchyard doth lie.

The mother is reading her Bible,

The son on the light turns his eyes,
All-sleepy, the elder daughter
Doth stretch, while the younger thus cries:

“Good heavens, how dreadfully tedious

“The days are! I’m quite in despair!
“ ’Tis only when there’s a burial
“One sees aught of life, I declare!

The mother then says, midst her reading:

“You’re mistaken, four only have died
“Since the time when they buried your father
“By the gate of the churchyard outside.”

The elder daughter says gaping:

“I’ll starve no longer with you;
“I’ll go to the Count to-morrow,
“He’s rich and he loves me too.”

The son bursts out into laughter:

“At the tavern drink huntsmen three;
“They’re making money, and gladly
“Would teach the secret to me.”

The mother then throws her Bible

Full hard in his lanky face:
“Wouldst thou dare, thou accursed of heaven,
“As a robber thy friends to disgrace?”

They hear a knock at the window,

And see a beckoning hand;
And behold outside the dead father
And behold, outside the dead father
In his black preaching-garment doth stand.
31.
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