AP Physics 1 Free Response Questions: An Overview of the 5 Question Types
Deconstructing the FRQ Section Structure and Scoring
The FRQ section consists of five distinct questions administered over 90 minutes. This includes one Experimental Design question (12 points), one Qualitative/Quantitative Translation question (12 points), one Paragraph Argument Short Answer question (7 points), and two Short Answer questions (7 points each). Scoring is additive, meaning you earn points for demonstrating specific correct physics steps rather than having points deducted for errors. A single question might award one point for a correct free-body diagram, another for applying the Work-Energy Theorem, and a third for a logical conclusion based on an algebraic result. Understanding this point-based rubric is essential; even if you cannot solve the final part of a problem, correctly identifying the relevant conservation law in the early stages can secure crucial partial credit.
The Universal First Step: Reading and Annotating the Prompt
Before picking up a calculator, you must meticulously deconstruct the prompt. Successful candidates use a system of annotation to identify the system under consideration and the external forces acting upon it. Circle key verbs like "describe," "derive," "justify," or "sketch." Each of these command words dictates a specific type of response. For instance, a "derivation" requires a symbolic, step-by-step algebraic progression starting from a fundamental equation (like $F_{net} = ma$), whereas a "justification" requires a verbal explanation of the underlying physics. Identifying whether a surface is frictionless or if a collision is elastic immediately narrows the set of applicable equations, preventing the use of irrelevant formulas that waste time and lead to contradictions.
Time Allocation and Section-Wide Strategy
With 90 minutes to complete five complex tasks, time management is a primary factor in performance. A recommended time-per-point strategy involves spending roughly 18 minutes on the 12-point questions and 13 minutes on the 7-point questions. It is often strategic to tackle the Paragraph Argument or the Experimental Design question first if those are your strengths, as they require the most mental energy for synthesis. If you encounter a mathematical roadblock in a multi-part question, clearly state a hypothetical value for your answer and move to the next part. The College Board uses a consistency rule (often called "error carried forward"), where you can still earn full points on part (b) using an incorrect numerical result from part (a), provided your physics reasoning in part (b) is internally consistent.
Mastering the Experimental Design Question
Designing a Procedure: Variables, Controls, and Measurements
The experimental design question assesses your ability to translate theoretical physics into a laboratory setting. You must start by identifying the independent variable (the factor you manipulate) and the dependent variable (the factor you measure). A high-scoring procedure is written in a clear, numbered list that another student could follow. It must explicitly name the equipment used—such as a photogate to measure velocity or a spring scale for force—and describe how to minimize experimental error. Mentioning multiple trials for each setting of the independent variable is a standard requirement for earning the "reducing uncertainty" point. You must also specify which variables are held constant to ensure a fair test, such as keeping the angle of an incline consistent while changing the mass of a sliding block.
Data Analysis: Predicting Graphs and Relating Slope to Physics
Once the data collection method is established, you must explain how to analyze that data to find a specific physical quantity. This almost always involves a linear graph. If the relationship is non-linear, such as $T = 2\pi\sqrt{L/g}$, you must describe how to linearize the data (e.g., plotting $T^2$ vs. $L$). The most critical part of this section is identifying what the slope or area under the curve represents. For a graph of Force vs. Displacement, you would state that the area under the curve represents the work done on the system. Explicitly writing the equation in $y = mx + b$ form, where $y$ and $x$ are your graphed variables, demonstrates a sophisticated understanding of how the mathematical model mirrors the physical reality.
Justifying Your Experimental Choices
Justification in experimental design requires connecting the chosen procedure to the underlying physics theory. If asked why a certain sensor was placed at a specific location, your answer should reference the physics principle involved, such as "The motion sensor must be placed parallel to the track to accurately capture the one-dimensional translational velocity." This section often asks you to predict how an experimental change—like adding friction—would affect your results. Use cause-and-effect reasoning: "The presence of friction would exert a non-conservative torque on the wheel, decreasing the final angular velocity and resulting in a lower calculated value for the moment of inertia than the theoretical prediction."
Solving Qualitative/Quantitative Translation (QQT) Problems
The 'Show Your Work' Mandate for Full Credit
The QQT question requires you to bridge the gap between conceptual descriptions and algebraic derivations. "Showing your work" is not a suggestion; it is a requirement for the derivation points. Every derivation should begin with a "starting point" equation found on the official AP Physics 1 Equation Sheet. Do not skip steps. If you are deriving the acceleration of a system, show the individual Newton's Second Law equations for each object before combining them. Even if the final answer is correct, graders cannot award points for intermediate steps that are not written down. This transparency allows the reader to follow your logic and award points for the correct application of a physics law even if a minor algebraic error occurs later.
Moving Between Proportional Reasoning and Calculated Values
A hallmark of the QQT is the requirement to explain an algebraic result in plain English. This often involves proportional reasoning. For example, if you derive that the stopping distance $d$ of a car is $v^2 / 2a$, you might be asked how the distance changes if the initial velocity is tripled. Your response should explicitly state that because $d$ is proportional to the square of the velocity ($d \propto v^2$), tripling the velocity results in a stopping distance that is nine times greater. This ability to translate a mathematical relationship into a qualitative prediction is exactly what the "translation" aspect of the question is testing. Ensure that your verbal explanation matches your derived formula exactly to avoid losing the "consistency" point.
Common Pitfalls in Derivation and Algebraic Manipulation
One of the most frequent errors in QQT questions is the misuse of signs or the confusion between internal and external forces. When performing a derivation, clearly define your coordinate system (e.g., "taking the downward direction as positive"). Another pitfall is failing to substitute given variables. If the prompt defines the mass as $M_0$ and the radius as $R_0$, your final expression must use those specific symbols rather than the generic $m$ and $r$. Additionally, be wary of "double counting" forces; for instance, do not include both the force of gravity and the component of gravity ($mg \sin\theta$) in the same net force equation. Clear, organized algebra reduces these risks and makes your logic accessible to the grader.
Crafting Effective Paragraph Argument Short Answers
Structuring a Claim-Evidence-Reasoning (CER) Paragraph
The AP Physics 1 paragraph argument is a 7-point question that requires a sustained, coherent functional argument. The most effective way to approach this is the CER framework. Start with a direct Claim that answers the prompt. Follow this with Evidence, which in physics means citing the relevant physical laws or observations from the problem's setup. Finally, provide the Reasoning that connects your evidence to your claim. This is where you explain the "why." For example, "Because the net external torque on the system is zero (Evidence), the angular momentum must remain constant (Reasoning), therefore the angular velocity increases as the mass moves toward the center (Claim)."
Incorporating Equations as Reasoning, Not Just Calculation
While the paragraph argument must be primarily prose, you should use equations as the "skeleton" of your argument. However, simply writing an equation is not enough; you must describe the relationship it represents. Instead of just writing $p = mv$, write "According to the definition of linear momentum ($p = mv$), if the mass of the object remains constant, any change in its velocity must result in a proportional change in its momentum." This approach demonstrates that you understand the functional dependence between variables. The rubric often awards a point for "linking the mathematical representation to the physical description," so explicitly referencing how an equation supports your verbal claim is a high-level strategy.
Connecting Multiple Concepts in a Cohesive Argument
The paragraph argument often forces you to synthesize two different areas of physics, such as kinematics and energy. A common prompt might ask how a change in a spring constant affects the range of a projectile. To answer this, you must link the Elastic Potential Energy stored in the spring to the Kinetic Energy of the launch, and then link that launch velocity to the horizontal displacement during projectile motion. Use transitional phrases like "This leads to," "Consequently," or "In turn" to show the chain of causality. A cohesive argument avoids "bullet-point thinking" and instead creates a narrative flow that guides the reader through the physical process from start to finish.
Problem-Solving Tactics for Multi-Part Scenarios
Using Answers from Previous Parts (Even If Unsure)
AP Physics 1 FRQs are notoriously interconnected. Part (c) often requires the answer you calculated in part (a). A common mistake is stopping when you get stuck on an early part of the question. If you cannot solve part (a), simply write: "Assume the acceleration from part (a) is $2.5, m/s^2$." You can then use that value to complete parts (b) and (c). The scoring guidelines are designed to award points for the correct application of physics to your assumed value. This prevents a single mathematical hurdle from ruining an entire 12-point question. Always keep moving forward; the exam is a test of your total knowledge, not just your ability to solve one specific sub-problem.
Identifying the Core Principle Amidst Complex Wording
When a question presents a complex or unfamiliar scenario—like a bead sliding on a rotating wire—it is easy to feel overwhelmed. In these moments, strip the problem down to its core principle. Ask yourself: Is there a collision? (Use Impulse-Momentum). Is there a change in height or a spring? (Use Conservation of Energy). Is there a circular path? (Use Centripetal Force). By identifying the fundamental law first, you simplify the problem into a familiar framework. Most FRQs are just "standard" physics problems dressed up in unique contexts. Once you recognize that a satellite orbiting a planet is just a version of $F_g = F_c$, the path to the solution becomes clear.
Checking for Reasonableness of Numerical Results
In the final minutes of the exam, perform a "sanity check" on your numerical answers. Physics is a study of the real world, and the numbers should reflect that. If you calculate the speed of a person walking to be $400, m/s$, or the tension in a string to be negative, you have likely made an algebraic or conceptual error. Another quick check is dimensional analysis. If you are solving for a time and your final expression has units of $kg \cdot m/s$, you know your derivation is flawed. While you might not have time to redo the entire problem, catching a blatant error allows you to add a quick note or re-check your initial setup, which can sometimes save a point or two.
Practicing with Official Scoring Guidelines
The most effective way to prepare is by using past AP Physics 1 free response questions and their corresponding scoring guidelines. When you grade your own work, be ruthless. If the rubric requires you to mention "the earth-object system" to use gravitational potential energy and you only said "the object," do not award yourself the point. This level of precision is exactly what separates a score of 4 from a 5. Understanding the specific phrases that earn points—such as "the forces are equal and opposite due to Newton's Third Law"—will help you write more targeted and efficient responses during the actual exam.
Peer Grading and Self-Assessment Exercises
Grading a peer's work can be more enlightening than grading your own. When you look at another student's response, you see where their logic is unclear or where they have made "leaps of faith" without providing evidence. This perspective helps you realize that the AP grader is not in your head; they only know what you write on the page. Use self-assessment checklists for every practice FRQ: Did I define the system? Did I include units? Did I start from a fundamental equation? Did I answer all parts of the prompt? This habit ensures that you don't leave easy points on the table due to oversight or haste.
Final Review: Compiling a Personal 'FRQ Mistake Log'
As you progress through your revision, maintain a log of every error you make in practice FRQs. Categorize them into "Conceptual Errors" (e.g., forgot that static friction can vary), "Mathematical Errors" (e.g., forgot to square the velocity), and "Communication Errors" (e.g., failed to justify a claim). Patterns will emerge. If you consistently lose points on experimental design, spend your final study sessions focusing on lab-based scenarios and data linearization. This targeted approach transforms your weaknesses into strengths, ensuring that on exam day, you can approach the FRQ section with the confidence of an expert who understands not just the physics, but the mechanics of the exam itself.